
Lessons 



HOWARD R.DR[GOS 



TEMiERS mNML 





IKE UNIVERSITY PUBLISHING COMPANY 




Book > j!i' 

Copyriglit W. 



CDFrniCHT DEPOSIT. 



LIVE LANGUAGE 
LESSONS 

TEACHERS' MANUAL 



BY 



HOWARD R: DRIGGS 

Professor of Education in English and 

Principal of the Secondary Training School, 

University of Utah, Salt Lake City 




lincoln — CI) (cap — £)ana£i 

THE UNIVERSITY PUBLISHIXG COMPANY 
1921 






Copyright, 1921 
THE UNIVERSITY PUBLISHING COMPANY 



All Rights Reserved. 



(B-A) 



m 13 1922 
©CI.A653521 






CONTENTS 

SECTION ONE— PRINCIPLES AND METHODS 

Introduction 3 

Fundamental Aims in Language Teaching .... 5 
General Methods of Language Teaching Com- 
pared 5 

Plan of Live Language Lessons 7 

Composition Content of Live Language Les- 
sons 8 

Points to Remember 9 

Practical Suggestions 9 

SECTION TWO— THE WORK BY GRADES 

Language Aims in the Elementary Grades .... 13 

THIRD GRADE LANGUAGE 

General Outline 15 

Special Cautions for Third Grade Work 16 

Practical Helps with Demonstration Lessons.. 18 

Drill Exercise Chart 18 

General Study One — Summer Stories 19 

Sharing Our Vacation Fun 19 

Finding Words 21 

Riddles 21 

Animal Tricks 21 

Training Animals 22 

Animal Games 23 

A Zoo Guessing Game 23 

Talks about Farm Animals 23 

General Study Two — Little Laborers 24 

A Talk about Work 25 

iii 



iv CONTENTS 



Finding Words 26 

Getting Ready for School 26 

Talks about School Work 26 

Stories about Workers 27 

General Study Three — Autumn Days 27 

Fall Poems 28 

Talks about the Harvest 29 

Stories of Nutting Time 29 

Live Language Game 30 

Popcorn Stories 30 

An Indian Corn Story 30 

A Wigwam Story Hour 31 

The Four Winds 31 

The Indians and the Jack-o '-Lantern 32 

General Study Four — Thanksgiving Time 32 

Picture and Poem Study 33 

Pennyroyal Pie 34 

The First Thanksgiving 34 

A Thanksgiving Dinner Alphabet 35 

Thanksgiving Games 35 

How Foods are Produced for Us 36 

General Study Five — Santa Claus Stories 36 

A Visit from St. Nicholas 37 

Christmas Poems and Stories 38 

A Mother Goose Christmas Party 39 

A Mother Goose Play 40 

General Study Six — Snowflake Fun 40 

The Snow Man 41 

Finding Winter Words 42 

The Snowball Game 42 

Snow Stories 43 

Stories of Eskimos 43 

Mother Hubbard's Geese 44 

Winter Night 44 

How People Keep Warm 44 

Review Tongue-Training Drills 44 



CONTENTS 



General Study Seven — The Fireside Story 

Hour 45 

Part One. Fairy Tales and Legends 45 

The Story Hour 46 

A Play Story Hour 46 

Telling Fables 46 

Fairy Tales to Play 47 

Fairy Wand Games 48 

Part Two. Valentine Fun 49 

Part Three. Stories for Little Americans. 50 

Hetty Marvin 51 

An American Story Hour 51 

Washington and the Corporal 51 

A Patriotic Program 51 

General Study Eight — Springtime Stories 52 

The Story of Persephone 53 

Stories of Plants 54 

A Springtime Party 55 

A Poem Study 55 

My Favorite Bird 56 

Barnyard Birds 56 

General Study Nine — Plays and Playmates. . 57 

Part One. Spring Sports 57 

The Swing 58 

A Game of Pomp 59 

A Study of Action Words 59 

One, Two, Three 59 

Playing Language Games 60 

A Vocabulary Exercise 60 

Enjoying the Booklets 60 

Review Drills for Tongue Training 60 

Part Two. Animal Playmates 61 

Animals at Play 61 

Animal Actions 62 

Picture Talks 62 



vi CONTENTS 



Part Three. Water Sports 63 

Water Fun 64 

A True Fish Story 64 

A Fishing Game 64 

Vacation Fun 64 

The Music of Nature 65 

Review Exercises 65 

FOURTH GRADE LANGUAGE 

General Outline 67 

Points for General Guidance 68 

Formal Exercises for the Fourth Grade 69 

Correct-Usage Tables 69 

Enunciation Exercises 71 

Punctuation and CapitaHzation 72 

General Study One — Fun in the Country 72 

Talking about Country Fun 73 

Word Study 74 

Finding the Author's Words 74 

Sentence Studies 74 

Words often Mispronounced 74 

Word Forms to Master: Correct Usage 75 

General Study Two — Autumn Gifts 76 

The Spirit of Autumn 76 

King Autumn's Feast 78 

Sowing the Seeds 80 

A Tale of a Traveler 81 

Author Study 81 

Autumn Leaves 81 

Correct-Usage Table 2 82 

The Comma in Series 82 

Reviews 82 

General Study Three — Hallowe'en 82 

Enjoying Hallowe'en Poems and Stories S3 

Talking about Hallowe'en Fun , S3 

Enjoying the Stories S3 



CONTENTS vii 



Planning a Hallowe'en Program 84 

Hallowe'en Rhymes 84 

Poem Studies 84 

Vocabulary Building 85 

Correct-Usage, Table 3 85 

Tongue Training 86 

Correct-Usage, Table 4 86 

Review Drill on Correct Usage 87 

General Study Foue — Home Helpers 87 

Talks about Cooking 87 

Telling about Play Dinners . 87 

Helping Hands 88 

Thrift 88 

Making Home Rhymes SS 

Pioneer Foods and Cooking 89 

General Study Five — Christmastide 89 

The First Christmas Story 90 

Christmas Poetry 90 

Sharing Christmas Pleasures 91 

Christmas Remembrances 91 

Christmas Cards 92 

Rules for Using Capitals 92 

New Year's Greetings 92 

Abbreviations 93 

Days of the Week 93 

Reviews 93 

General Study Six — Snow Sports 93 

Sharing Our Winter Fun 94 

A Book of Winter Stories 94 

Conversation in Stories 95 

Words that Take the Place of '' Said " 95 

Snow Stories to Read 95 

The First Snowfall 95 

Contractions 96 

General Study Seven — Around the Fireside. . 96 



viii CONTENTS 



General Study Eight — Little Folk of Other 

Lands 98 

A Patriotic Study 98 

Drill on Correct-Usage, Table 4 99 

Review Drill on Correct-Usage, Table 3 99 

Lesson on the Comma and Capitals 99 

General Study Nine — Spring in Song and 

Story 100 

Poems of Springtime 101 

Messengers of Spring 101 

An Old Tale of Springtime 102 

Growing Gardens 102 

General Study Ten — General Review 102 

Correct-Usage Language Matches 103 

Punctuation Practice 104 

Enunciation Exercises 105 

General Study Eleven — Maytime 106 

The Flower Festival 107 

FIFTH GRADE LANGUAGE 

General Outline 112 

Correct-Usage Tables for Fifth Grade 114 

Correct Usage — Grammar 114 

Punctuation and Capitalization 115 

Enunciation Exercises 115 

General Study One — The World's Workers. . 116 

Talks about Workers and Their Work 116 

Poet Pictures of Workers 117 

Stories of Workers 117 

Telling and Playing Stories 117 

Paragraph Studies 118 

Choosing a Subject to Talk About 118 

Planning the Talks 119 

A Play for Young Workers 119 

Boy and Girl Workers — Lessons on Thrift. ... 119 



CONTENTS ix 



General Study Two— Indian Life 121 

Talks about the Indians. 122 

An Indian Story Hour 122 

The Indians and the Pioneers 122 

A Lesson on Capital Letters 123 

Dramatizing Stories from Hiawatha 123 

Paragraph Pictures 123 

Indian Sketches or a Play on Indian Life 123 

The Papoose Lullaby 125 

General Study Three — Thanksgiving 126 

The Spirit and Story of Thanksgiving 127 

Remembering the Pilgrims 127 

The Thanksgiving Dinner 127 

Creating Thanksgiving Plays 128 

Writing Invitations 128 

Words to Express Appreciation 128 

Troublesome Word Fonns 129 

General Study Four — Christmas Stories 130 

Christmas Story Hours 130 

Creating a Christmas Booklet 130 

Correct-Usage Studies 130 

Blending Constructive and Corrective Work. . . 132 

General Study Five — Our Animal Friends ... 133 

Telling and Writing Animal Stories 134 

Reading and TelHng Stories about Animals . . . 134 

Practical Talks on the Care of Animals 134 

Correct-Usage Tables and Drills 134 

Correct-Usage Tables— Rexdew 136 

General Study Six — Brave Boys and Girls... 136 

General Study Seven — Spring Work 140 

Talks about Spring Duties 141 

Growing Gardens 141 

Making a Garden 141 

Raising Chickens 142 

Debates 142 

Business Letters 143 



CONTENTS 



General Study Eight — Springtime Fun 143 

General Study Nine— Part I— Bird Life 145 

General Study Nine — Part II— Review 148 

General Study Ten — Spring Sports 150 

SIXTH GRADE LANGUAGE 

General Outline 153 

Minimum Essentials Demanded of Sixth 

Graders 155 

General Study One— Summer Sports 156 

General Study Two — Fairs and Festivals.. . . 160 

The School Fair 160 

Telling about Shows 161 

Descriptive Words 163 

Lessons in Number 164 

General Study Three — Stories of Industry.. 164 

Talks on Industry 164 

Inter-School Correspondence 165 

Studying the Paragraph and Sentence Building 166 

Stories of Pioneer Days 167 

General Study Four — Entertainments 167 

Telhng about Plays 168 

Creating the Play or Plays 169 

Practicing and Presenting a Play 170 

General Study Five — Life in the City 171 

Talks, Sketches, and Studies about City Life. . 171 

Young Citizens 172 

Study of Adjectives and Adverbs 172 

Reviews 173 

General Study Six — Stories of Our Country. 174 

Retelling Patriotic Stories 174 

Hero Tales in Verse 176 

A Patriotic Program 177 

The Twelfth Correct-Usage Table 177 

General Study Seven — Schooldays and School- 
mates 178 



CONTENTS xi 



General Study Eight — Wild Animal Life .... 180 

Telling and Writing Animal Stories 181 

Reading and Creating Animal Tales 183 

Review Studies in Elementary Grammar 184 

General Study Nine — Orchard and Wild wood. 185 

Tales and Written Sketches about Trees 185 

Reading and Creating Stories, Plays, and 
Poems about Trees 187 

General Study Ten — Beginnings in Composi- 
tion 188 

Vocabulary Work 189 

Enunciation and Pronunciation 190 

Capital Letters and Punctuation 192 

The Paragraph 192 

General Study Eleven — Beginnings in Gram- 
mar 195 

Sentence Studies and Parts of Speech 195 

Spelling and Using Plural and Possessive Forms 195 

The Tables of Correct Usage 196 

Language Aims in the Grammar Grades 202 

SEVENTH GRADE LANGUAGE 

General Outline 205 

General Suggestions 207 

Special Aims for the Seventh Grade 208 

The Opening Study, Channels of Expression. . . 209 

General Study One — Stories and Story Tell- 
ing 210 

Introductory Studies and Old-Time Tales 211 

Historical Tales 211 

Stories from the Masters 212 

Everyday Stories 212 

General Study Two — How to Tell a Story ... 213 

Story Titles and Story Movement 213 

Making the Story Lifelike 216 

Paragraph Building 217 



xii CONTENTS 



General Study Three — Pioneer History 

Stories and Sketches 218 

Grandfather and Grandmother Tales 218 

Coming of the Pioneers 219 

Real Letter Writing 220 

Biographies, Autobiographies, Diaries 220 

History of Home Town or City 221 

Pioneer Iowa 223 

General Study Four — Sketch Books 228 

Writing Descriptive Paragraphs and Letters. . . 229 

Word Portraits, Snapshots and Cartoons 230 

Word Studies 231 

General Study Five — Sentence Studies 232 

Studying Simple Sentences 233 

Simple and Compound Sentence Studies 236 

The Complex Sentence 237 

Apphed Studies in Sentence Building 238 

Sentence Clearness 239 

How to Make Clear Sentences 240 

Punctuation and Arrangement 240 

General Study Six — Homes and Home-Making 242 

Homes and Home Work 242 

Foods and Cooking 243 

Home Pleasures 246 

The Home Library 246 

General Study Seven — Words and Their Ways. 247 

Dealing with the Slang Habit •. . . 248 

Cultivating the Dictionary Habit 249 

Reviews in Correct Usage 249 

Getting a Foretaste of Latin 251 

General Study Eight — The Poet and His Art 252 

Review of Seventh Grade Work 255 

Skill in Building Paragraphs 256 

A Sure "Sentence Sense" 257 

A Rich and Ready Vocabulary 257 

The Spirit of Authorship 258 



CONTENTS xiii 



EIGHTH GRADE LANGUAGE 

General Outline and Suggestions 259 

Socialized Studies in Composition 259 

Course in Practical Grammar 260 

Studies in Sentence Structure 260 

The Parts of Speech in Use 261 

Inflections 262 

Points to Guide Teachers 262 

Special Aims for the Eighth Grade 263 

Helps in Composition Work 264 

Standards of Attainment 264 

General Study One — Making the School News- 
paper 266 

General Study Two — Creating Original 
Stories 268 

General Study Three — Travel Talks and 

Sketches 269 

Planning the Talks 271 

Around the Alamo 271 

Some Excellent Results 272 

General Study Folti — Recreation 273 

General Study Five — Closing Words 275 

Grammar 277 

A Climbing Course in Applied Grammar 278 

Grammar as Organized in Live Language 

Lessons 279 

A New Point of View 280 

The VitaHzing Principle 281 

Live Language Drills 282 

The New Nomenclature 283 

Division One — Practical Suggestions for 

Teaching Type Lessons in Grammar 284 

Sentence Building 284 

Word Groups 286 

Idioms 287 

Kinds of Sentences According to Use 287 



xiv CONTENTS 



Base of the Sentence 287 

The Predicative Verb 288 

The Passive Verb 289 

Dramatizing the Verb 290 

A Study of Objects 293 

Cultivating the Quotation Sense 294 

Base of Compound and Complex Sentences. . . 294 

Division Two — Studies in the Parts of Speech. 295 

Nouns in Use 296 

Case Uses of the Noun 297 

Genitive Forms of the Noun 298 

Substantive Phrases and Clauses 298 

Diagraming and Sentence Clearness v300 

The Pronoun 301 

Case Forms of the Pronoun 302 

Relative Pronouns 304 

Verbs as Life-Giving Elements 306 

Predicative and Non-Predicative Verbs 307 

A New View of Transitive and Intransitive 

Verbs 308 

Practical Study of Non-Predicative Verbs 309 

Adjectives in Use 310 

Adverbs 312 

Adjectives or Adverbs 313 

Adverbial Phrases and Clauses 314 

Prepositions 314 

Conjunctions 315 

Correlative Conjunctions 316 

Interjections 316 

Summary and Reviews 316 

Division Three — Inflections 317 

A Concluding Word 317 



CONTENTS XV 



SECTION THREE— PRACTICAL TALKS TO 
TEACHERS 

The Discovery Lesson 321 

Development Lessons 326 

Cultivating Skill in Speech 328 

Graded Chart of Punctuation and Capitahza- 

tion 333 

Live Language Enunciation Exercise Chart . 335 
Live Language Plan for Drill Exercises in Cor- 
rect Usage, Grades 3, 4, 5 336 

Live Language Plans for Drill Exercises in Cor- 
rect Usage, Grades 6, 7, 8 337 

Solving the '^Seat Work" Problem 339 

Live Language Combination Study Plan Sug- 
gested Especially for Rural Schools 343 

Third and Fourth Grades 343 

Fifth and Sixth Grades 344 

Seventh and Eighth Grades 344 

Live Language Uniform Program for Year Sug- 
gested Especially for Rural Schools 346 

Uniform Study OutKne for Live Language Les- 
sons covering Third, Fourth, Fifth, and Sixth 

Grade Work 347 

A Final Word 348 



SECTION ONE 
PRINCIPLES AND METHODS 



INTRODUCTION 

This manual has been prepared especially for those 
using Live Language Lessons. It contains definite 
helps, however, for all teachers who would vitalize the 
language work of their schools. 

The effort of the author has been to produce a practical 
guide book which points the natural, the progressive way 
to train pupils effectively to express themselves in choice 
living language. 

The constructive suggestions offered herein come 
directly out of experiences in the classroom. The illus- 
trations given have been developed by the author and 
others while teaching Live Language Lessons in various 
types of schools in many different states. 

It is hoped that this Httle handbook of helps will 
encourage teachers everywhere to take the rational road 
to success in language teaching, and enable them, while 
in service, to get the richest possible results from their 
work. 

How Live Language Lessons may best be taught can 
be readily discovered by a careful study of the texts 
themselves. The method is plainly revealed in every 
exercise. There seems need, however, to give teachers 
an even clearer view of the general plan of the books, to 
explain the fundamental principles on which they are 
based, and to make plain the essentials that must not 
be forsrotten in their teachino;. 



LIVE LANGUAGE LESSONS 



For these purposes this manual has been written. The 
charts, the constructive suggestions, and the demonstra- 
tions it contains will help teachers understand and 
apply the methods more intelligently. 

These books were created, not from behind a pro- 
fessor's desk, nor in a library cloister. They were 
developed in the classroom in the grades for which 
they are intended. Every lesson in them was proved 
before it was written. All of them have been success- 
fully tested by teachers, both in city and in country 
schools. 

The Live Language plan opens the opportunity to 
train pupils, through their own expression, for practical 
service along every essential line of life. To this end 
the following exercises are systematically offered : 

1. Lessons that inspire a love of country. 

2. Lessons that develop the right home spirit. 

3. Lessons that promote proper health habits. 

4. Lessons that cultivate respect for labor. 

5. Lessons that teach sensible thrift. 

6. Lessons that widen the learner's world. 

7. Lessons that cultivate appreciation of nature. 

8. Lessons that stimulate wholesome recreation. 

9. Lessons that train the taste for literature. 

10. Lessons that awaken interest in current events. 



Through a series of practical, close-to-life lessons the 
various classes are led to express their own thoughts and 
experiences. The teacher, by guiding this expression 
into proper channels, turns it to the ends desired. 



INTRODUCTION 



Fundamental Aims in Language Teaching 

Live Language Lessons are based on these first prin- 
ciples of progressive pedagogy: 

1. Without true self-expression there can be no real 
language growth. 

2. Expression, to be worth while, must be given, not for 
the sake of expression, but for the sake of service. 

3. To lead the learner along the way of serviceable self- 
expression, the teacher, first of all, must meet the pupil 
where he lives and must make opportunity for him to express 
himself, not some one else. 

4. To help him express himself most effectively, the 
teacher must guide the pupil tactfully to realize the best 
expression of which he is capable, without destroying his 
individuahty and spontaneity of expression. 

5. Facts and forms of speech and principles of structure 
and syntax essential to a mastery of the mother tongue, can 
be best taught only as they are connected closely with the 
learner's daily life language. 

General Methods of Language Teaching Compared 

Two main methods obtain in language as in other 
kinds of teaching: The Formal and The Vitalized 

The distinctive differences between these general 
systems, as far as language is concerned, is shown in the 
following table of comparison: 

The Formal Method The Vitalized Method 

I. Makes the language les- i. Makes the language les- 
son mainly an informa- son mainly an express- 
tional study. ional study. 



LIVE LANGUAGE LESSONS 



2. Teaches the forms of 2. Teaches the forms of 
speech apart from the speech with constant appU- 
learner's language. cation in daily use. 

3. Uses literary models for 3. Uses literary models to 
purposes of imitation. stimulate creative effort. 

4. Makes composition work 4. Makes composition work 
a reproductive process. a productive process. 

5. Deals with language as 5. Deals with language as 
something perfected. something perfecting. 

6. Is essentially autocratic 6. Is essentially democratic 
in spirit. in spirit. 

In Live Language Lessons the vitalized, or natural 
method of teaching is accepted without compromise. 
This natural method has been proved to be educationally 
sound and right. 

This system is democratic both in spirit and in method. 
It offers every pupil equal opportunity with every other 
pupil to participate freely in the exercises provided for 
socialized self-expression. As each gives he gains. In 
contributing of his individual thought and experiences 
for the benefit of all, the pupil gets truly motivated 
practice in speaking and in writing. 

The actual speech needs of the pupil are revealed in 
this free expression. Discovering these, the teacher is 
enabled more intelligently to direct the formal work and 
the drills necessary to make sure the principles and 
practice that make for any effective use of language. 

In other words, there are three types of lessons in Live 
Language work: (i) The Discovery Lesson; (2) Develop- 
ment Lessons; (3) Drill Exercises. Each of these types is 
concretely discussed in Section III of this manual. 



INTRODUCTION 



The teacher's part in the process is also threefold: 
(i) To create conditions wherein the pupil feels impelled 
not compelled to express himself. (2) To help him by 
encouraging suggestions and guiding questions to bring 
out his best thoughts and experiences clearly and well. 
(3) To teach, through well aimed lessons, the essential 
principles of speech; and, through positive drills, to fix 
right language habits in tongue and in fingers. 

PLAN OF LIVE LANGUAGE LESSONS 

I. Composition Studies on Real Life Subjects 

1. Oral work emphasized 

2. Written work closely correlated with special 

emphasis on real letter writing 

II. Practical Exercises in 

1. Vocabulary Building 

(a) Word finding games 

(b) Exercises aimed at overcoming the slang 

habit 

(c) Studies in word accuracy 

2. Applied Grammar 

(a) Language games and correct-usage drills 

(b) Exercises in sentence building 

(c) Systematic study of practical grammar 

3. Enunciation and Pronunciation 

(a) Exercises on troublesome sounds 

(b) Elementary studies in speech art 

4. Punctuation and Paragraphing 

(a) Practice in punctuation 

(b) Study of essential rules of punctuation 



LIVE LANGUAGE LESSONS 






o 

K 



U O 4i 

1"^ 



c/: 



rt O g 









PL, 



& O rt 

hK;2 



SO = 









« > c 
Si'*? ^i 






ou<: 






^^ 



•S CH-1 



3 a 






ggW 



'SW 






"I 









I S ^ §1 

^ c o boJ; 



31 



^■2 

rt7;c/2 

is 

copq 












S .£ 



o -g c s 

4-" h rt N 



w 



Cd a; o- 









crt 







o 




^ 


;a 


c 


c 




s 




o 


^ 






o 


O 







e^_. 



■?=i n C 






t-i 



S9UT1 ajji xjs aqx 



INTRODUCTION 



The titles given in the chart indicate only the main 
study centers for oral and written expression. 

Points to Remember 

1. The composition work follows the lines of real life 
interest. 

2. Each grade is given its own rich part in working out 
this vital and varied program. 

3. Every other study is reinforced by this live composi- 
tion plan. 

Practical Suggestions 

1. To promote proper team work each grade should be 
held, not slavishly, but rather faithfully within the field 
assigned to it. There is a wealth of work given each class to 
do, and it is unfair to any class to have the cream of interest 
in its work taken by preceding classes. 

2. Subjects should always be adapted and enriched as 
need demands; other good subjects that fit in wdth the plan 
may be used at times. 

3. In the lower grades, where the seasonal arrangement 
is followed, the work may be readily rearranged where 
necessary to fit in with a mid-year promotion plan. 



SECTION TWO 
THE WORK BY GRADES 



LANGUAGE AIMS IN THE ELEMENTARY GRADES 

Third, Fourth, Fifth, and Sixth Grades 

The following are the main objectives to be kept 
clear in the language work of the Elementary School : 

1. Encourage fluency and spontaneity of expression. 
The pupils, however, should be held gently but firmly to 
accuracy in using the simpler forms of speech and of writing. 

2. Let oral work predominate. Three-fourths of the 
time, at least, should be given to oral expression in these 
grades; but written work growing out from the oral should 
gradually be increased. 

3. Exercises in enunciation should be regularly given. 
Work especially for clear resonance, and to overcome lazy 
jaws, lips, and tongues. 

4. Strive to correct wrong speech habits by fixing right 
ones. Tongue training drills in the form of language games 
and drills on the ''Tables of Correct Usage" are important 
here. The simple rules and reasons governing correct usage 
may be given with the drill exercises. 

5. Beginnings in practical grammar — sentence studies 
and the parts of speech, mth easier inflections in number, 
tense, and case — are made in the sixth grade. 

6. Vocabulary-building exercises, closely correlated with 
the expression studies, are regularly given. 

7. Punctuation practice, exercises in paragraphing, 
simpler letter forms, and the easier rules for capitalization 
are systematically given to train the fingers into right 
habits. 

13 



14 LIVE LANGUAGE LESSONS 

Fluency with accuracy is the watchword. The aim 
now is to work for right language habits, but not at 
the expense of naturalness and freedom of expression. 



THIRD GRADE LANGUAGE 

Live Language Lessons — First Book, Part I* 
General Outline 

Two closely blended main lines of work are pro- 
vided for this grade : 

L Expression Studies IL Skill- Cultivating Exercises 

These are grouped in a series of ten general language 
studies as follows : 

1. Summer Stories 

Talks about summer fun. Word games. 

Telling animal stories. Writing about animals. 

Talks about farm anima's. Animal language games. 

2. Little Laborers 

Talks about children's work. Making worker rhymes. 
TelHng of work in school. Word games about workers. 

Stories about workers. Writing about work. 

3. Autumn Days 

Fall stories and poems. Autumn language games. 

Talks about corn. Writing about corn. 

A wigwam story hour. Finding Indian words. 

4. Thanksgiving Time 

Talks about Thanksgivi.ig. Thanksgiving alphabet. 

First Thanksgi\dng. Thanksgiving language game. 

Talks about foods. Word game about cooking. 

* The work of the Elementary Book is explained in the Manual 
beginning with the fourth grade, page 67. 



i6 LIVE LANGUAGE LESSONS 

5. Santa Claus Stories 

Christmas stories and songs. Christmas language games. 
Christmas plays. Writing Santa letters. 

6. Snowflake Fun 

Telling of snow fun. Finding winter words. 

Talks about Eskimos. Snowball language games. 

Winter night stories. Writing about winter. 

7. The Fireside Story Hour 

Telling fairy tales. Finding words for fables. 

Playing fairy stories. Fairy language games. 

Stories of valentines. Postman language game. 

Little American stories. Making American stories. 

8. Springtime Stories 

Playing a story of spring. Spring guessing game. 

Telling bird stories Finding bird words. 

Describing favorite birds. Bird language games. 

9. Plays and Playmates 

Talks about spring fun. Spring language games. 

TelHng about pets. Animal action words. 

More animal stories. Animal language game. 

10. Vacation Fun 

Talks about water sports. Making a story. 

Vacation time fun. Fishing language games. 

Review of language games and other tongue-training 
exercises. 

SPECIAL CAUTIONS FOR THIRD GRADE WORK 

I. Pupils will need guidance at the beginning to 
learn how to use their first language text properly. 



THIRD GRADE LANGUAGE 17 

2. Do not expect them to read fluently all the stories 
and directions, or to fill every blank in the vocabulary 
exercises. Give them tactful help until they can help 
themselves. 

3. The beginnings in written work should be care- 
fully made. The sentence building, letter- writing, and 
other compositions should be worked out in the beginning 
by the class working together under the tactful guidance 
of the teacher. 

4. Too much writing and copying should not be 
given as seat work. For the study period, use word- 
finding games, the reading of stories and poems in the 
book, with occasional very brief written compositions 
and Httle letters. Make this work simple and watch 
it carefully. 

5. The lessons are best taught in the season thereof. 
It will be observed that they are planned to follow the 
school year somewhat closely. Where promotions are 
made at the half year, the seasonal arrangement need 
not be seriously disturbed. For example, if the grade 
begins its work in January or in February, its first 
study should be Snowflake Fun or The Fireside Story 
Hour. The following fall the class can begin with 
Summer Stories or Little Laborers. 

6. The course is planned to cover a full year of nine 
or ten months' work with a lesson practically every day. 
If the course must be shortened to fit the short term or 
ungraded school, certain exercises from different studies 
may be omitted. For such a minimum course the 
following is suggested: Omit exercises 3, 5, 11, 18, 26, 
33^ 35> 39, 45> 46, 50. 5i. 5^, 62, 63, 70, 71, 79,81, and 82. 



i8 



LIVE LANGUAGE LESSONS 



7. The best results will come from following the 
plan, not slavishly, but rather faithfully. Ample free- 
dom is given both pupils and teacher within the general 
studies provided. The lessons should always be adapt- 
ed to the class, and at times other exercises more closely 
connected with their needs may be substituted. 

8. Only as each grade does the part assigned to it 
is effective team work possible. The part given to the 
third grade has already been presented in brief. The 
following is a summary showing the various forms dealt 
with in the tongue and finger- training games and drills: 

PRACTICAL HELPS WITH DEMONSTRATION 
LESSONS 

DRILL EXERCISE CHART 



Correct Usage 


Punctuation 


Enunciation 


Language games to over- 




Use of the 


Games and 


come 




period 


drills on 


''Can I go?" 'It's me." 


I. 


To close sen- 


can 


'T fell in" 'T laid down" 




tences 


catch 


"have got" "throwed" 


2. 


After abbrevia- 


and 


"aint" "knowed" 




tion of months 


just 


"et" for "ate" "give" for 


3- 


After initials 


get 


"gave" 


Use of the capital 


for 


"I seen" "has stole" 


I. 


To begin sen- 


from 


"I done" "has took" 




tences 


going 


"If I was" "he come" 


2. 


In writing 


running 


"There was "he run" 




names 


doing 


two" 


3- 


Pronoun I 


playing 



The drills suggested in this chart should be vitalized 
and motivated whenever possible. Other type trouble- 



THIRD GRADE LANGUAGE 19 

makers may also be dealt with as need requires, but 
the foregoing forms should not be neglected. 

GENERAL STUDY ONE— SUMMER STORIES 

The following program covering about two weeks* 
work, is provided in connection with this opening 
study: 

For the Recitation For Seat Work 

Telling of vacation fun. Word-finding game. 

Study of the circus poem. Blank-filling exercise. 

Telling jokes and riddles. Finding answers. 

Talks about animal tricks. Writing about animals. 

Talks about pets. Finding words. 

Playing animal games. Making a zoo. 
Talking about useful animals. Writing sentences. 

Lesson i. Sharing Our Vacation Fun 

On opening this First Book of Live Language Lessons, 
the pupil is greeted with two pictures suggesting fun 
in summertime. He meets also this inviting question: 

"Did you ever play trading stories'?" 

Then follows the stimulating suggestion that he 
share with his classmates some story of fun he has had 
during the vacation just past. 

Over the leaf is a story of some real boys who had 
"A Circus Chase." This should be read or told interest- 
ingly by the teacher. Then appropriate questions such 
as are suggested may be given to lead the pupils to 
tell similar experiences. 

As they talk, the teacher should tactfully draw out 
their best thoughts, keeping their expression moving 
forward within the general lines of the lesson. 



20 



LIVE LANGUAGE LESSONS 



Seat work. While the interest to tell the stories is 
still keen, the work should be changed. During the 
study period following, the pupils may be allowed to 
express themselves in another way, by making a circus 
parade, or a zoo, or in otherwise reflecting the main 
thought of the lesson given. 

Written work should not be required with this first 
lesson, other than the spelling of a few names of animals 
to make a word circus. The result of this seat work is 
likely to be something like this: 



y^^^<z^ 







yr)n.y(ry^Jx.e^ 



M, 



^-..v.a 



j^ 




A good spelling lesson on the simpler names of 
animals may be given here if desired. 



THIRD GRADE LANGUAGE 21 

Lesson 2. Finding Words 

During the second recitation the pupils should be 
guided in completing the poem called ''The Circus 
Parade. '* This is a vocabulary-building exercise. 

Do not expect every pupil to find every word. If 
each can find one or two or three, that will be enough. 
The lesson should be made a cooperative exercise. 
Working under the lead of the teacher, the pupils 
may be led to fill the blanks in one or two stanzas, 
then they may be left to fill the blanks in the other 
stanzas for themselves. They should then prepare to 
read the completed poem. 

Lesson 3. Riddles 

Here is a lively language exercise with opportunity 
to train the pupils' sense of humor. It should begin as 
a conversation exercise about the clown or other come- 
dians. Following this should come an exchange of 
jokes and riddles. 

Seat Work. As suggested, the pupils may find the 
answers to the riddles given. Other riddles may be 
added on the board. 

Lesson 4. Animal Tricks 

This is another conversation lesson. The pupils, led 
by questions in the text, or by reading the little story 
given about the monkey, will tell of their experiences 
with animals they have seen at shows or on the farm 
and elsewhere. They should be encouraged to talk 
freely, but should be guided tactfully to keep to the 
story. Some of their simpler mistakes may possibly 



2 2 LIVE LANGUAGE LESSONS 

be corrected, but not in such a way as to check their 
stories. 

Seat Work . The writing of little stories of two, three, 
four, or five sentences like those in the text about some 
animal may be done here. Preceding this, a little com- 
position may be written on the board, with the pupils' 
help. The suggestion that each sentence has a captain, 
or capital letter to lead it, stimulates a little interest 
in this form. Attention may be directed to the period 
also. 

The following are two little compositions produced 
by third grade pupils during this exercise: 
THE BEAR 

The bear lives in a den. He eats meat. He has to be penned up in 
a cage at the park, so he won't bite people. The bear is black. Some- 
times there are white bears too. 

THE DEER 
The deer lives in the woods. It eats grass and roots. It is a swift 
runner. It has antlers. 

Lesson 5. Training Animals 

Use the questions given in the text and others to 
bring out an exchange of little stories about cats, dogs, 
colts, calves, and other animals. Most pupils of this 
grade have had some experience directly or indirectly 
with some animal. Opportunity to cultivate kindness 
to pets will arise during the lesson. 

Seat Work. The vocabulary exercises on *'Goat 
Troubles" should be given as composite work at the 
beginning, then the pupils should be allowed to com- 
plete the story and to be ready to read it. Do not re- 
quire pupils to copy this exercise. Rather number the 
blanks and find words for each number. 



THIRD GRADE LANGUAGE 23 

Lesson 6. Animal Games 

Opportunity is given here for vitalized training in 
correct usage. Each game proposed gives the pupil a 
chance to express himself and to get real practice in 
using rightly forms commonly misused. The ^'Xoah's 
Ark" game, for example, drills on may, into, and am 
not. 

Seat Work. Another spelling exercise on animal 
names may be given here. Let the pupils draw an ark 
or a zoo. They may have in the ark all the animals 
whose names they can spell correctly. Compare the 
results with those obtained in making a circus parade. 

Lesson 7. A Zoo Guessing Game 
Here the pupils are given a chance to make a little 
description by filling the blanks. The seat work pre- 
cedes the recitation. When the pupils are ready, each 
may read his little composition and the class may guess 
as directed. 

Lesson 8. Talks about Farm Animals 
This work should be directed towards helping the 
pupils to appreciate our animal friends. In the country, 
the children will have much first-hand experience to 
give. In the city, the pupils may need some help in 
learning what animals really mean to them. Their 
cow is "the milk bottle," and the butter ''tub," or 
"carton"; but they should learn all about the produc- 
tion of these things. In every class will be found pupils 
who can give first-hand experiences with farm animals. 
Seat Work. Writing about Animals. Each pupil 
should produce a little story of several sentences about 



24 LIVE LANGUAGE LESSONS 

some useful animal or bird found on the farm. Here 
is a story one pupil produced: 
MY COLT 
I have a little colt named Bessie. She is as black as ink with only a 
white spot in her forehead. She is too little to ride, but some day when 
she grows up she will make a ftne saddle pony. I will use her to help 
me drive the cows home. — Fred Thompson. 

This may be illustrated with pictures, or drawings. 
The result should be a little booklet produced by the 
class. 

GENERAL STUDY TWO— LITTLE LABORERS 

The purpose of this study is to cultivate in the pupils 
the right spirit towards work. Conversation lessons, 
stories, and poems dealing with work common to the 
lives of most little folk are given. With these are 
vocabulary-building and tongue- training exercises to 
help the pupil find the words he needs, and to train his 
tongue to use various troublesome forms correctly. 

Out of the work should come little plays about 
workers and booklets containing little stories and 
sketches from the little workers. Each pupil should 
contribute his part. About three weeks' time may well 
be given to the working out of the various lessons con- 
nected with the study. 

The following plan may be taken as suggestive: 

For the Recitation For Seat Work 

Talking about work for boys Drawing, cutting pictures of 

and girls. work. 

Finding words. Spelling exercise. 

Getting Ready for School Writing Uttle order rules. 

(Poem Study). Helps for the schoolroom. 



THIRD GRADE LANGUAGE 25 

Talks about school work. Writing the Lark story. 

Stories about workers. Cutting and drawing exer- 

Playing the stories. cise. 

Words for workers. Spelhng exercise. 

Language game. Writing sentences using 

Drills on ''did" and ''done." "isn't." 

Talks about making and Writing sentences on "did" 

doing. and "done." 

Making a worker's book. Writing little worker stories. 

Reading the book of stories. Making a worker's book. 

The essential thing in working out the language 
study is to keep the work moving towards the central 
purpose. Each lesson may be different, but each should 
connect with the idea of work. The pupils need to be 
trained in a spirit of home helpfulness, and to have 
cultivated in them an appreciation of those who are 
constantly working for them. 

Lesson I. A Talk about Work 

In the opening lesson, the keynote is struck playfully 
by the suggestion and question: "All play and no work 
makes Jack a dull boy." ''What do you do every day 
to keep from getting lazy?" 

This suggestion and the question generally bring a 
hearty response. The main work of the teacher then is to 
guide the expression and to hold the pupils to the teUing 
of definite Httle duties they actually do and can perform. 
Their tendency often is to talk in "ghttering general- 
ities." 

Lead them to talk on simple things, such as keeping 
their toys in place, keeping their clothes clean and tidy, 



26 LIVE LANGUAGE LESSONS 

washing their hands and faces without bothering mother, 
and doing other Kttle acts of helpfulness. 

Lesson 2. Finding Words 

The little verses for vocabulary work may be filled 
out partly in class or left for the pupils to complete 
by themselves. They suggest the spirit of the general 
study. 

Lesson 3. Getting Ready for School 

The poem, '^ Getting Ready for School," is a homely 
old rhyme, but it will leave a distinct impression. It 
offers, too, many suggestions that will stimulate the 
pupils to talk about what to do about getting ready 
the night before, what makes tardy boys and girls. 

Let the poem be read by the teacher or by the teacher 
and the pupils. Such questions as those given will help 
the pupils to enjoy the poem. 

For seat work, each may write a little line or two of 
good advice for boys and girls about taking care of 
their books and clothes and about getting up promptly 
and dressing quickly. Make some motto suggested 
by the poem, ''Getting Ready for School." 

Lesson 4. Talks about School Work 

This lesson follows naturally the poem study. Here 
is an opportunity for some helpful expression work 
looking to the betterment of the school. Stimulate 
pupils to talk about how to study, how to help one 
another, and how to keep their desks in order. 

Seat Work . A set of rules for the classroom may be 
worked out. The best set could be chosen to be used 
by the school. 



THIRD GRADE LANGUAGE 27 

Lesson 5. Stories about Workers 

Here is opportunity (i) to blend language with 
literature; (2) to bring back some fine old tales that 
should not be forgotten; (3) to have a story- telling 
exercise; (4) to dramatize some of the stories that make 
interesting little plays. 

Seat Work . ''The Larks in the Wheat Field " may be 
studied. This offers another kind of beginning com- 
position, the building of a story by answering questions. 
This work may be begun as a class exercise and com- 
pleted by the pupils. 

The succeeding lessons, "Words for Workers," 
''Game for Little Workers," "How Things are Pro- 
duced," can be followed without trouble. They may be 
expanded, as suggested on page 27 (text), by adding 
spelling exercises, by having the pupils make little plays 
representing workers of various kinds, and by the mak- 
ing of a little worker's booklet. 

The following are suggestive spelling exercises: 

1. Make an outline of a garden and write therein names 
of plants you would like to grow; as, peas, beans, carrots, 
turnips, corn, potatoes, lettuce, onions. 

2. Draw an outline of a tool shop and put into it garden 
tools; as, hoe, rake, spade, shovel, plow. 

GENERAL STUDY THREE— AUTUMN DAYS 

This study is opened with a merry rhyme about 
harvest days. Through reading it or any of the other 
fall poems suggested, the pupils may be put in the spirit 
of the season and set talking about the beauties and 
gifts of autumn. Their expression should be tactfully 



28 LIVE LANGUAGE LESSONS 



guided along the lines suggested by the following pro- 
gram of lessons and exercises, which is planned to 
cover about three weeks' time: 

For the Recitation For Seat Work 

Reading and talking about Memorizing a choice fall 

fall poems. poem. 

Talking about the harvest. Harvest spelling game. 

Telling stories of nutting time. Drawing or cutting squirrels. 

Nuts-to-crack game. Finding words for poems. 

Talks about fireside fun. Completing popcorn story. 

An Indian corn story. Writing about corn. 

Stories of the winds. Drawing or cutting wigwam. 

Wigwam story hour. Writing about papoose home. 

The Jack-o'-Lantern story. Cutting or drawing Jack-o'- 

Lantern. 

More stories of Pilgrims. Writing about Hallowe'en. 

During these exercises Httle booklets should be made 
with pictures, stories, poems, and cuttings suggesting 
the various phases of the work. Each pupil may 
make his own booklet; or a book may be made by the 
whole class. 

Lesson i. Fall Poems 

In this exercise language and literature are blended. 
The poem given and those suggested should be enjoyed. 
Perhaps several fall poems, suited to this grade may be 
found in the readers and studied. Reading and language 
may often be thus correlated to the advantage of both 
studies. 

Lead the children to talk freely about the pictures 
and thoughts suggested by the poems studied. Make 
this work a language exercise. 



THIRD GRADE LANGUAGE 



29 



Seat Work. Each pupil should choose some stanza 
or lines that he likes and memorize them to recite the 
following day. 

Lesson 2. Talks about the Harvest 

The thought here is to stir the pupils to appreciate 
the gifts of autumn. Let each tell of some product of 
the fields or forest. Perhaps some pupils have raised 
some vegetable, grain, or fruit or flower. Interest in 
the exercise may be stimulated by having the pupils 
bring samples to the class. A little fair may be planned. 

Seat Work. As suggested in the text, let the pupils 
have a spelHng game, filling the barn or cellar they 
draw with such words as they can spell correctly. For 
illustration: 








Lesson 3. Stories of Nutting Time 

Pupils should be led to talk about their fun in gather- 
ing nuts, or their fireside fun while cracking them. 



30 LIVE LANGUAGE LESSONS 

The exercises may be enriched by having them tell of 
the squirrel, the monkey, and other animals that eat 
nuts. 

Seat Work. Cutting and drawing pictures of the 
squirrel or monkey, and of the forest will be interesting 
here to illustrate the story. 

Lesson 4. Live Language Game 

The ''Nuts to Crack" guessing game should be played 
here. Other games may be added as, ''What have you in 
your barn or granary?", each pupil answering in turn, 
"I have corn." "I have beans." The teacher should 
make good use of the language game to train the pupils' 
ears and tongues to hear and to use correct forms. 

Seat Work. Have the pupils find the words to com- 
plete the poem. Some definite help should be given them 
in this exercise. 

Lesson 5. Popcorn Stories 

Use the questions in the text and others, and have a 
conversation exercise. Lead the pupils to talk about 
candy making, popping corn, and other fireside pastimes. 

Seat Work. The blank-filKng exercise, ^'Popcorn 
Fun," will serve well. Again the pupils should be given 
some help in finding the right words. 

Lesson 6. An Indian Corn Story 
This lesson blends naturally with the spirit of autumn 
and the harvest. The story of Mondamin should be 
read and enjoyed. Using questions in the text, lead the 
pupils to talk about corn, its worth to the Indians, and 
to all of us. Pupils of our land should appreciate the 



THIRD GRADE LANGUAGE 31 

Indian corn as one of our distinctively American plants. 
Corn has been a great help in the making of our country. 
Tell the story of the Pilgrims and the corn. How also 
did parched corn serve the pioneers? Stories of cotton, 
wheat, and other staple products of the farm may be 
taken up if time permits, or if a change of work seems 
desirable. 

Seat Work. The pupils may write a little composi- 
tion about corn, following the suggestions given in the 
book. They may illustrate their little sketches with 
drawings or clippings from magazines and catalogs. 

Lesson 7. A Wigwam Story Hour 
A number of Indian story-books are suggested 
here. Any one of these will give stories for the story 
hour. Even better than these book stories may 
be the original stories the children can gather from 
their parents and older folk of the city about Indians, 
bears, buffalo, or other things. The pupils will, enjoy 
acting out this story hour, sitting around the wigwam 
and each telling a tale. 

Seat Work. Use the blank-filling exercise on the 
Papoose Home. The pupils should now be able to 
fill most of the blanks in this exercise. 

Lesson 8. The Four Winds 

The myth of ''The Four Winds" is full of the autumn 
spirit. Let this poem be read by the teacher. Using the 
questions in the text and other suggestions, lead the 
pupils to enjoy and talk about the fall pictures it suggests 
— falling leaves, the migrating of the birds, and the 
coming of Jack Frost. See Longfellow's " Hiawatha " for 



2,2 LIVE LANGUAGE LESSONS 

the story of the winds. Be ready to tell the story to the 
children. Let the pupils dramatize the stories told by 
these poems to help them vivify the pictures. 

Seat Work. Gather and mount autumn leaves, or 
draw or cut wigwam scenes, suggesting the stories of the 
winds. 

Lesson 9. The Indians and the Jack-o'-Lantern 
A charming story in which is blended the Indians, the 
Pilgrims, and the Hallowe'en time is given here. This 
story may be told, read, and re-told and dramatized. 
Other stories of Pilgrim days are also suggested for 
enjoyment. These may be read or told. 

Concluding Work. If the various exercises suggested 
have been well done and the results kept, each pupil can 
now assemble his work in the form of an autumn booklet 
containing original and other poems, drawings, cuttings, 
and compositions of his own. On the cover of this he • 
may draw a Jack-o'-Lantern, a wigwam, or autumn 
leaves, or some other design. The best work may be 
selected and presented in the form of a program for 
parents or other pupils. 

GENERAL STUDY FOUR— THANKSGIVING 
TIME 

Like the preceding ones, this study is opened with a 
live picture suggestive of the subject. What shall be 
done with the picture? Ask such questions as will lead 
the pupils to enjoy and to talk about it. For example: 

Where did the boy get the big bird? How did he 
catch it? What is he going to do with it? How does he 



THIRD GRADE LANGUAGE 



33 



feel about having the turkey for Thanksgiving? Make 
a Httle story about the boy and his turkey. 

A few questions of this sort will stimulate interesting 
expression and create the right atmosphere for the 
enjoyable Thanksgiving studies provided. From about 
November first until Thanksgiving the time may well 
be spent working out the program of exercises that 
follow. 



For the Recitation 

Reading and talking about 
the poem. 

Telling stories of grand- 
parents. 

Telhng story of first Thanks- 
giving. 

Playing story of first Thanks- 
giving. 

The Thanksgi\dng alphabet. 

Catching the turkey game. 

The harvest home game. 

Cooking game. 

Telling food stories. 

Giving a Thanksgiving 
program. 



For Seat Work 

Writing little story of 
Thanksgiving. 

Spelling words from the 
woods. 

Learning to use words. . 

Cutting or drawing pictures 
of Pilgrims. 

Finding words. 

Drawing or cutting barn- 
yard. 

Harvest spelling lesson. 

Making a cook book. 

Writing little stories. 



From this general study may come, as suggested, one 
or several little booklets — a play or a general program of 
stories, poems, songs, and plays. A rich variety of exer- 
cises is offered. The plan is flexible. 

Lesson i. Picture and Poem Study 
As directed, the teacher should use the picture to lead 
into the poem and the reading of the poem should bring 



34 



LIVE LANGUAGE LESSONS 



forth not only enjoyment of the poem, but original 
expression and a sharing of experiences by the pupils 
of their Thanksgiving visits and other like fun. 

Make this study an opportunity to foster a sweet home 
spirit and an appreciation of parents and grandparents. 

Seat Work. Blending with the lesson, the seat work 
may well be an expression of the pupils' thoughts in a 
few simple sentences about Thanksgiving. The follow- 
ing are such as may be expected : 

GRANDMA'S STORY 
Once when we were out to Grandma's for Thanksgiving she told me 
a story. She said that when Grandpa and she moved to Kansas they 
went in a "prairie schooner." It was drawn by oxen. They lived in a 
sod house. They had to live on buffalo meat and corn. She was thankful 
that those days were past. 

Lesson 2. Pennyroyal Pie 

Let this jolly little story of Shadrach be enjoyed first. 
Then lead the pupils to share their own little experiences 
or to tell stories their parents and grandparents may have 
told them about similar experiences. The little tale 
should bnng forth a great many experiences of the woods 
and hills, or of picnics and the pantry. 

Seat Work. A spelling lesson making the forest by 
drawing trees and writing names of them may be given 
here: 




Lesson 3. The First Thanksgiving 
Two or three recitation periods may be given to this 
study. 



THIRD GRADE LANGUAGE 35 

First, read and talk about the story. For seat work study 
the difficult words and use them in sentences. 

Second, play the story informally. For seat work cut or 
draw pictures of the Pilgrims and Indians. 

Third, if desired, present the play for another grade. 

Lesson 4. A Thanksgiving Dinner Alphabet 
Two or three lessons may be given to this study. Do 
not expect each child to fill every blank. The study 
should be begun as a cooperative exercise. Lead the 
pupils to tell of the various things that may be had for 
Thanksgiving dinners. Then let them begin to complete 
the rhyme by finding the right words. Afterwards, 
according to the size and ability of the class, let the 
pupils during seat work either take one or more letters 
and complete the rhyme about these; or, if they can, let 
them try to make the alphabet in full. They need not 
copy it in full; but they may copy just the words to go 
with each letter. For example: 

Line i round red 

Line 2 tasty dumplings 

If the pupils wish to make other rhymes than those 
given for various letters, let them do it. 

Lesson 5. Thanksgiving Games 
Here is a series of live games to train the tongue in 

overcoming such trouble-makers as ''kin," "ketch," and 

''aint." Several periods may be taken for this work. 

One game each day played with zest will be enough. 
For suggestions as to seat work following each game, 

see the program of seat work exercises given on page 7,3' 



36 LIVE LANGUAGE LESSONS 

Lesson 6. How Foods are Produced for Us 

Following the little talks suggested by the titles, each 
pupil may choose his topic and write a little story about 
it. The composition may be in form of an autobiography ; 
as, 

THE BREAD STORY 

I was first a kernel of wheat. The farmer planted me in the big field. 
I grew first into a green blade like grass. Then the golden sunshine 
turned me yellow, 

I was cut down and put through the threshing machine. It did not 
feel very good to be knocked about. Then I was taken to mill and 
ground into flour. After this I was baked into bread. Don't I look 
good enough to eat? 

GENERAL STUDY FIVE— SANTA GLAUS 
STORIES 

Christmas is the crest of the year. In primary pupils 
especially, the spirit of this holiday is strong. It is easy 
to turn this spirit to the purposes of language, hterature, 
art, music, and other studies. The following plan offers 
a chance to fill the time between Thanksgiving and 
Christmas with a series of rich lessons which may 
culminate if desired in a delightful Christmas program: 

For the Recitation For Seat Work 

Reading and talking about Drawing or cutting illustra- 

''A Visit from St. Nicho- tions. 

las." 

Enjoying Christmas songs Making a word Christmas 

and poems. tree. 

Telling Santa Claus stories. Reading Christmas stories 

and songs. 

Talking about Mother Goose Making song and story-book. 

folk. 



THIRD GRADE LANGUAGE 37 

Playing Mother Goose games Illustrating a nursery rhyme. 

Introducing the family. 

A sitting game. Finding sit and sat in sen- 

A dinner game. tences. 

Toytime game. Writing sentences using eat 

A class letter to Santa Claus. and ate. 

Enjoying the Mother Goose Filling blanks with give and 

play. gave. 

Rehearsing parts for Christ- Individual letters to Santa or 

mas program. to others. 

Presenting the program be- Learning the parts. 

fore other class or parents. 

The central aim of the foregoing program is to create 
the proper appreciation and remembrance of Christmas 
time. 

Lesson i. A Visit from St. Nicholas 

No Christmas seems complete without a reading of 
this children's classic. Let the teacher first read it 
expressively, then using the questions and suggestions 
given in the text, with others, lead the children to see the 
various pictures suggested by the poem, and to talk 
about the experiences and thoughts they bring forth. 
In this and in the studies that follow on "Christmas 
Poems and Stories," literature and language work are 
blended. The prime purpose, however, here is language. 
The lessons will fail of this purpose unless self-expression 
in the form of talks, story-telling, and dramatizing come 
from the w-ork. 

Two days, at least, may well be given to the poem. 

Seat Work. First, let the pupils have a word study. 
Various expressions in the poem should be understood; 



38 



LIVE LANGUAGE LESSONS 



as, ^'miniature sleigh," ^'coursers they came." Some of 
the words may be learned. A good spelling game here is 
the making of a word Christmas tree. For illustration: 




For a second day*s seat work, the pupils may draw an 
illustration for the poem; as, ''Santa in his sleigh," 
''The stockings on the chimney place," or some other 
picture that comes to them from the study. Or they may 
make a picture of Santa in his toy shop. 

Lesson 2. Christmas Poems and Stories 

Language and literature are here blended. The pupils 
may first read such choice poems and stories as those 
given, or other good ones they and the teacher may find 



THIRD GRADE LANGUAGE 39 

about Santa and Christmas. Some of the poems, set to 
music, may be sung during the music exercises. Choice 
poems, or parts of them, may be learned and recited. 

For language work the pupils may be led to talk about 
the poems, to tell and to dramatize some of the best 
stories. A Santa Claus song and story hour should result. 
Several recitations may thus be filled with interest and 
profit. 

Seat Work. These suggestions should be followed: 

1. Making Christmas story and song book. Each pupil 
may contribute one story or poem to the book. These may 
be copied or clipped and pasted. Pictures and drawings will 
help. 

2. Reading stories to be told and learning poems to be 
recited or sung. A recital of these for another grade will be a 
helpful practice leading towards the final Christmas program. 

Lesson 3. A Mother Goose Christmas Party 

Several charming lessons may be worked out around 
this subject, as follows: 

1. Talking about Mother Goose Folk. The pupils may 
describe them and recite rhymes about them. For Seat 
Work, the pupils may write nursery rhymes. 

2. Introducing the Mother Goose Family. This is a 
motivated memory exercise. Let each pupil recite the rhyme 
that tells of the character selected. For Seat Work, draw or 
cut pictures of Mother Goose Village. A booklet may be 
made, each pupil making one part. 

3. Placing ''Seating the Guests," ''Dinner Game," and 
the "Joy Time Game. " The object here is tongue training on 
the troublesome forms : sit, sat, eat, ate, give, gave. 



40 LIVE LANGUAGE LESSONS 

Other forms may be reviewed here if desired. Guess- 
ing games may be played such as those on ''What toy did 
Santa bring you?" or on ''What did you see on the 
Christmas tree?" or "Guess, what I have." 

The teacher should follow up these forms till they 
are mastered. Let each try to create interesting games 
and drills to add to those suggested. 

Lesson 4. A Mother Goose Play 

The beginnings toward creating original plays are 
made in this exercise. In this lesson, such a play is given, 
in full. Later, in "The Fairy Wand," page 98 (text), 
only the opening part is given. 

Let the pupils enjoy the Mother Goose play by first 
reading it, then let them take the various parts and play 
it. Every child in the class should be given some part, 
even though he may say little or nothing. 

If time permits, another play may be worked out on 
Mother Goose Folk, or this play may be enlarged. 

The final work should be the presenting of a program 
of Santa songs and stories, and the play on the Mother 
Goose Family. 

GENERAL STUDY SIX— SNOWFLAKE FUN 

This study is intended to bring out the winter recrea- 
tion of pupils. In some parts of the country no snow falls ; 
but most children will have had some snow fun, or will 
have heard about it from others. Those who have not 
will enjoy learning of such wintry sport and telling of 
other sports they have in place of snowfiake fun. 



THIRD GRADE LANGUAGE 



41 



The following program is offered for about two weeks' 
work: 



For Seat Work 

Cutting or drawing sleds, 
snow men, snow forts and 
snow houses. 

Finding wintry words for 
blanks. 

Writing sentences using 
threw. 

Writing a winter story. 

Drawing or cutting an Es- 
kimo house. 

Writing ''has stolen," "have 
stolen" in sentences. 

Writing an animal story. 



For the Recitation 

Poem and picture study, 

"Making a Snow Man." 

Study of winter words. 

A snowball language game. 

Talking about winter fun. 
TeUing about Eskimos. 

Mother Hubbard's geese 

game. 
Reading poem, "Winter 

Night," and talking about 

it. 
Winter clothing stories. 

These lessons offer opportunity to direct the pupils 
towards wholesome outdoor recreation, to give them 
sensible suggestions on kindness to animals, on true 
charity, on health, on appreciating those who work to 
give us warm clothing for winter time. 

Lesson i. The Snow Man 

This poem-picture study should stimulate a lively 
exchange of winter experiences. Use the questions in 
text, and others, to lead the pupils to talk of their fun. 
By guiding questions, help them to tell clearly their 
stories, and tactfully correct some of their little errors 



Making a winter booklet. 



42 



LIVE LANGUAGE LESSONS 



of speech. If they say, wuz, I seen, or make other little 
slips, repeat the correct form. Be careful, however, not 
to disturb their thought in making these corrections. 

Seat Work. Let pupils tell, by drawings or cuttings, 
some snowtime tale. The following result, from such 
seat work, suggests what may be expected. 




Lesson 2. Finding Winter Words 

This should be begun as a cooperative exercise. The 
class, under the lead of the teacher, may first talk of the 
words expressive of winter days. Some of the sentences 
in the exercise should be completed. 

Seat Work. The pupils may then be left to find the 
other words to fill the various blanks. 



Lesson 3. The Snowball Game 

Play the Snowball game as suggested. 

Seat Work. The pupils may make sentences using 
threw, grew, knew, blew, drew; as, I threw a snowball 
at Ned. He grew angry. I knew it would snow. The 
wind blew hard. I drew my sled up the hill. 



THIRD GRADE LANGUAGE 43 

Lesson 4. Snow Stories 

A real composition with a kodak picture of a real snow 
house made by a third grade pupil is offered here to 
stimulate the pupils. After reading the story and talk- 
ing about the picture, given with this lesson, the pupils 
will be ready to compose like stories of. their own during 
the Seat Work period. These should be corrected and 
made into a little illustrated booklet of winter stories. 
The following is an uncorrc, ted story which came from a 
third -grade pupil during such an exercise: 

HUMPTY DUMPTY, THE SNOW MAN 
I made a snowman. He looked like Humpty Dumpty, so I called 
him that. I made a wall of snow and sat him on the wall. He fell down, 
and could not put him togather again. That was Humpty Dumpty 
adventurs. 

The spirit of this little story is excellent. It needs 
only a few mechanical corrections to make it a perfect 
little story of its kind. Some spelling errors are in it. 
The pupil needs help in ending his sentences and in 
using sat correctly. 

Other papers will similarly reveal the need for definite 
help. A little lesson or two on the period and on spell- 
ing, may well follow this written expression work. Make 
the spelling lesson of words found misspelled in the 
papers; as, together, adventures. Also use other words 
they may need in writing of their snow fun. 

Lesson 5. Stories of Eskimos 

Here is a chance to blend the geography and language 
lessons to the advantage of both subjects. The Seat 
Work is definitely given in the text. 



44 LIVE LANGUAGE LESSONS 

Lesson 6. Mother Hubbard's Geese 

Training on the forms *'I" and ''have stolen," also 
in enunciating can, get, catch, is here given in a lively 
language game. 

Lesson 7. Winter Night 

The beautiful wintry home pictures of little animals 
and of baby should be enjoyed first through reading and 
talking about the poem. But the follow-up questions 
wherein the pupils are led to give their own pictures and 
experiences reveal the main end of the lesson. 

Seat Work. Follow the suggestions in the book. 
Another little booklet of nature stories may be created, 
if time permits. The stories may tell for example. How 
the birds keep warm in winter, Where the squirrels 
hide from the cold, and How the mice keep from freezing. 

Lesson 8. How People Keep Warm 

This lesson blends with geography. It may be 
expanded into several exercises, if desired, since it 
reaches into many fields. Interesting talks from the 
pupils own experiences in travel and in watching how 
clothing is made, may be given. Little illustrated 
sketches are also possible. Opportunity is here given to 
do some Junior Red Cross work in helping the poor 
people keep warm. 

Lesson 9. Review Tongue-Training Drills 

Exercises suited to the pupils' language needs for drills 
on type trouble-makers, as, seen, done, may, have, sat. 



THIRD GRADE LANGUAGE 45 

ate, took, isn*t, also, just, can, get, catch, forget, singing, 
ringing, and others may be given. For example: 

What birds have you seen this winter? 

I saw a sparrow. I saw a crow. I saw a chickadee. 

When did you do your language work? 

I did mine this morning. I did mine last night. 

GENERAL STUDY SEVEN— THE FIRESIDE 
STORY HOUR 

This study divides into three main parts: i. Fairy 
Tales and Legends ; 2. Valentine Fun; and 3. Stories for 
Little Americans. 

The central aim is to give the pupils opportunity to 
share in the telling and in the playing of choice stories. 
Wholesome recreation and a spirit of patriotism should 
result from the work. Language and literature and 
history may be well blended here. 

PART ONE. FAIRY TALES AND LEGENDS 

Two weeks of interesting work, or more can be 
worked out in connection with the following program: 

For the Recitation For Seat Work 

Telling old time tales. Reading fairy stories. 

Telling and playing fables. Writing a fable. 

Playing a fairy story. Writing about the months. 

Creating a fairy play. Making a '' Puppet Theater.'* 

Each of the foregoing exercises may well be expanded 
into two or more lessons by following the suggestions 
given. 



46 LIVE LANGUAGE LESSONS 

Lesson i. The Story Hour 

Let this begin by having each child recall and retell 
some choice old story he has heard or read; as, Cinder- 
ella, Tom Thumb, and others suggested. 

The story might be told by one pupil. It is better, 
however, to have one pupil begin and to have each of the 
class follow up the tale till it is completed. Such work 
brings into action all of the pupils. Two or three stories 
may perhaps be retold in this way by the class during 
the recitation. 

Seat Work. Let the pupils under tactful guidance 
read other good stories from supplemental library books 
or from a story-book which they have been asked, in 
preparation for this hour, to bring from home. If desired 
they may exchange their home books during this work. 

Lesson 2. A Play Story Hour 

During this exercise some of the stories that lend 
themselves best to dramatizing may be played, as, 
"The Bremen Town Musicians." The class may be 
divided, if large enough, into several groups, each group 
playing some story. 

Seat Work. In preparation for the next lesson, let the 
pupils each read and prepare to tell one of the fables 
suggested under Exercise 48. 

Lesson 3. Telling Fables 

This recitation should be given to individual story 
telling. Since the fable is usually short, each pupil 



THIRD GRADE LANGUAGE 47 

may give one of these stories in full. If the class is 
large, two or even three periods may be taken for the 
work. 

Seat Work. Use the vocabulary-building and punc- 
tuation exercises in Exercise 48. Only one of the fables 
there given to copy and complete should be done during 
a study period. Even this, with some third grade pupils 
may prove too much. If so, reduce the exercise. Enough 
work is here given for two or three periods. 

The idea is first, to find the fitting words; second, to 
study quotation marks and exclamation points. The 
study of these marks should end with copying and 
understanding them for reading purposes only. 

Lesson 4. Fairy Tales to Play 

The first of these tales, "The Twelve Months,'' is 
given as a story. Let the pupils read the story, then 
play it informally. 

Seat Work. The pupils may, as suggested, write 
sentences about the various months. Or they may 
write of the different seasons, or draw pictures illustrat- 
ing each month or season. 

The second exercise, "The Fairy Wand," is a care- 
fully graded exercise in creating a play. The beginning 
of the play should be read, then following the outline, 
the pupils may finish the little drama orally and play it 
first for themselves; then, if desired, for some other grade. 

Seat Work. During the creating and practicing of 
the play, the pupils may make little theaters, or "puppet 
theaters," as they are sometimes called. The materials 



48 



LIVE LANGUAGE LESSONS 



for these may be readily provided by each pupil him- 
self — small wood or cardboard boxes, a piece of white 
cloth, or paper and cord for the curtain, . ' ^ardboard 
for the scenery and the actors. The art work may be 
done with colored crayons. 




The creating of these little play houses and the staging 
of some fairy tale or other story play makes delightful 
seat work, to fill several days. 

A charming program consisting of stories, songs, and 
plays suggestive of fairy and fable and legend land, 
should grow out of these interesting exercises. 

Lesson 5. Fairy Wand Games 
Following the suggestions in the text drill on the 
troublesome forms, taken, saw, have seen, lying, and 
were, by playing the hve language games there given. 

Review games on other forms, gave, sat, have, am not, 
and isn't, may also be given here. See the games pre- 
viously given on these forms. 



THIRD GRADE LANGUAGE 49 

Seat Work. A little fairy story in which some of these 
trouble-makers are rightly used may be given. For 
example t^ following exercise can be copied on the 
board: 

One day a little fairy left her wand on the grass. A 

mischievous elf it. He it and away. 

''Oh, who has my wand?" cried the fairy. 

"Have you it, butterfly?" she asked. 

"Yes," said the butterfly, "I a brownie take it and 

away." 

Let the pupils complete the little story in their own 
way, using saw, seen, have, gave, lying, took, ran, taken, 
run. 

PART TWO. VALENTINE FUN 

A briefer study, planned to provide a week of work, is 
given here as follows : 

For the Recitation For Seat Work 

Talking about St. Valentine Making valentines. 

and Valentine day fun. 
Writing valentine verse. Completing the letters. 

A postman game. 
Writing valentine letters. 

The purpose of the foregoing work is to lead the 
children to celebrate Valentine day in the proper spirit 
of friendship and wholesome play. 

The program is flexible; it may be readily increased 
according to the time that can be given to the work. 

The live language game, aimed at overcoming the 
^'have got" habit, may be supplemented with other 
games. Develop the postoflice idea. To play the post- 



50 LIVE LANGUAGE LESSONS 

office game, let a pupil be chosen to act as postmaster. 
Other pupils in turn may ask: "Have you a letter for 
(naming themselves)?" The postmaster answers, ''No, 
I have nothing for you." Or "Yes, I have a letter, " and 
hands it to the inquirer. Tongue-training exercises on 
other type trouble-makers may be given, also, if time 
permits. 

In letter writing, the pupils should be given finger 
practice on the letter forms on the use of capitals to begin 
names and sentences, and on the use of periods. Let 
them write the forms for various letters on the black- 
board or on paper, thus : 



Creston, Iowa, Feb. 14, 1921. 
Dear Grandma, 



Lovingly yours, 

Mary. 



PART THREE. STORIES FOR LITTLE AMERICANS 

Another brief study, planned to provide a week's 
work, is here offered. The purpose of this work is to 
cultivate the spirit of right-minded patriotism in the 
pupils. 



THIRD GRADE LANGUAGE 51 

Lesson i. Hetty Marvin 

In this true story of an honest little patriot is a real 
lesson in true Americanism. Let the pupils read the 
story. 

Using the questions following the story and other 
suggestions, lead the pupils to express themselves. After- 
wards they may play the story in an informal way. 

Seat Work. A study of other stories suggested in the 
text may be taken in preparation for the following day's 
story hour recitation. 

Lesson 2. An American Story Hour 

The pupils here may tell or perhaps play some of the 
stories they have heard or read. ''Hetty Marvin" 
makes a charming little play. 

Seat Work. Fill the blanks in the story given of 
Washington and the Corporal. 

Lesson 3. Washington and the Corporal 

Let the pupils read the completed story. 

Seat Work. Each pupil may write one or more 
sentences expressive of his thoughts about our country. 
Such questions as the following may be given them: In 
what way can little boys and girls show that they are 
true Americans? 

Let each pupil draw a flag or other patriotic emblem to 
illustrate his own sentiment. 

A PATRIOTIC PROGRAM 

Growing out of the language, reading, and music 
lessons should come interesting programs to be given 



52 LIVE LANGUAGE LESSONS 

before pupils from other classes, or before their parents 
or the patrons. The following is a suggestive outline 
for such a program : 

1. Opening song — "The Star-Spangled Banner." 

2. Sketch of life of Lincoln or Washington. 

3. Song composed by class to tune of *' Yankee Doodle" 
or other popular air. 

4. Sentiments of lit'tle Americans. 

5. Play — ''Hetty Marvin" or other patriotic story. 

6. Song — "America" or other national air. 

GENERAL STUDY EIGHT— SPRINGTIME 
STORIES 

Springtime comes with a call for the great out-of- 
doors. The longing for nature — the hills, the meadows, 
the woods, the birds, the flowers, — finds expression even 
before winter ends, in a spirit of schoolroom restless- 
ness. This longing may be satisfied, in part at least, by 
lessons and activities in the school that express the spirit 
of spring. 

The following program, which correlates nature and 
language work closely in a series of exercises provides 
interesting work for three or four weeks: 

For the Recitation For Seat Work 

Reading the story of Perseph- Making a Persephone book- 
one, let including: 

Retelling and talking about Return of Persephone, 

the story. Flowers of spring. 

Planning to play the story. Birds of spring. 

Playing the story. Animals of spring. 



THIRD GRADE LANGUAGE 53 

Telling about plants. Writing stories of plants. 

Spring guessing game. Writing sentences using ''I." 

Make-believe bird stories. Bird-cage spelling game. 

The growing story. Writing a bird story. 

Word-finding game. Learning a bird poem. 

Answering bird questions. Writing questions. 

Barnyard birds. Completing a bird rhyme. 

Review drills on troublesome word forms. 

Finger practice in using capitals and periods. 

The central purpose of the foregoing lessons is to 
cultivate an intelligent appreciation of nature, and to 
lead the pupils to grow plants and to love and to help 
protect our bird friends. 

Lesson i. The Story of Persephone 

This story may first be read by the teacher or by the 
teacher and pupils together for the enjoyment of the 
story. Following this the class may be led by question- 
ing to talk freely about the poem. Its significance should 
be made clear, the difificult expressions understood, and 
the names pronounced. For guidance see the glossary 
and questions following the story. 

Seat Work. A Persephone booklet may be begun. 
This may take any of several forms. Each pupil will 
desire to make a cover design with a picture suggestive 
of the spirit of spring. The booklet itself may be given 
to spring flowers, or spring birds, or animals of spring- 
time, the squirrel, the rabbit, and others, or it may 
include all these. 

Flowers may be pressed and stitched on to leaves, 
their names learned or written. Sentences telling about 



54 



LIVE LANGUAGE LESSONS 




them may also be written, or little verses composed. 
The following is suggestive of this type of work: 



The pansy always has a 
happy smile. I love its cheery 
face and its gay colors. 



Pictures of birds or animals may be drawn or clipped 
from magazines and pasted in the booklet with little 
stories or verses about them. Several study periods will 
be necessary to complete the work. 

Meanwhile during the recitations the pupils may go 
on with talks about the coming of spring. Spend one or 
more lessons on the birds, one or more on the flowers, 
and others on the insects and animals of springtime. 
Plan also to play the story of Persephone, following the 
definite suggestions given in the book. Present the play 
that is created before other pupils and patrons. About 
ten recitations and study periods may well be filled with 
all of the work suggested in this general lesson on 
Persephone. 

Lesson 2. Stories of Plants 

Here is a practical study in which the Home Garden 
Cause may be helped along and good language work 
may result: 

I. Have an oral lesson in which the pupils are led to talk 
about plants they know best. 



THIRD GRADE LANGUAGE 55 

2. Let each write a story in the first person about some 
plant. 

3. Have a plant guessing game as directed. 

4. For Seat Work let the pupils write sentences about 
plants using the pronoun "I." For example: I grow about 
six inches tall. I have something good to eat on me. What 
plant am I? Watch for the right use of capitals, periods, and 
question marks. 

Lesson 3. A Springtime Party 

Read the sketch of the party, and the story of the 
robin. Lead the children to talk about bird experiences. 

Seat Work. Let each pupil draw a slip containing 
the name of a bird. Begin, in waiting, a story of the bird 
and prepare to go on with the bird story. The vocabulary 
exercise given under Exercise 64 may be completed. 

Have a cooperative story of some bird in which each 
pupil in turn adds a sentence or paragraph to the grow- 
ing story. 

Lesson 4. A Poem Study 

This ^'Bluebird Song" should be first enjoyed by 
having the pupils study and read it. The language 
purpose, however, should be kept foremost. Using the 
questions and suggestions in the text let the pupils be 
led to talk about the pictures the poem brings and to 
tell of their flower experiences. 

This, or some other bird poem; as, "The Brown 
Thrush," or ''Rollicking Robin," may be memorized 
and recited. Here again language and literature are 
blended with nature. 



56 LIVE LA NGUAGE LESSONS 

Lesson 5. My Favorite Bird 

A question and answer study is given here. The pupil 
answering the questions rightly will create a little 
composition. 

Watch that the capitals and periods are properly used. 

Seat Work. Let the pupils write several questions 
about birds; as, Where have you ever found a bird's 
nest? 

Lesson 6. Barnyard Birds 

Here is a practical lesson on poultry. Where the 
pupils have had no experiences like those called for by the 
questions, they may be led to talk about other birds, 
canaries, parrots, and other pets. Kindness in care of 
such birds should be cultivated. 

Seat Work. Use the drill given in the text on the 
proper use of were. This exercise should be followed 
with other drills to fix the use of this troublesome form. 
Questions and answers may be written; as, I saw a 
flock of birds yesterday. What do you think they were 
doing? 

Were they flying? No, they were not flying. 

Were they eating? No, they were not eating. 

Were they chirping? No, they were not chirping. 

What were they doing? They were chasing a hawk. 

For Review. Let the pupils play various spring games 
about animals, birds, flowers, trees, and insects. Guess- 
ing games, ^'What animal am I?" or ''What flower 
have I?" "What bird is it?" ''What insect did you see? " 
— and others wherein the proper use of am not, have, 



THIRD GRADE LANGUAGE 57 

isn*t, saw and other troublesome forms is required, are 
easy to create and play. 

The drill just suggested gives practice not only on 
were, but on words like singing, flying, chirping. Similar 
drills bringing in the words catch, get, can, just, should 
also be given. 

GENERAL STUDY NINE— PLAYS AND 
PLAYMATES 

PART ONE. SPRING SPORTS 

Good fun, good health, and good language work 
should result from this inviting study. The pupils' 
natural expression about their plays and games may be 
turned to the cultivation of a spirit of fair play and 
wholesome recreation. In the following flexible program 
rnay be found opportunity to make a series of rich 
lessons to fill three weeks or more with worth-while 
work: 

For the Recitation For Seat Work 

Playtime poems and songs. Making playtime booklets. 

Describing spring games. During study periods each 
TelHng of play experiences. pupil may create a play- 

A playtime story. time booklet containing : 

Studying action words. Various games described. 

Hide-and-Seek poem. Stories of playtime by pupils. 

Playing language games. Pictures of plays and play- 
Finding words for story, mates (clipping ''kodak 
Enjoying playtime booklets. shots," drawings). 

Review tongue and finger A joke page or more, 

training. Poems and songs of play. 

Cartoons. 



58 LIVE LANGUAGE LESSONS 

In making the booklet suggested, let the work be 
carried forward systematically. Each kind of work 
suggested should be given its time and place, but let the 
pupils also be encouraged in making original, clever 
booklets. 

The booklets may be enjoyed in class while they are 
being prepared, a recitation or more being given to them. 
Afterwards the booklets may be used for exhibition, then 
returned to their makers. 

Lesson i. The Swing 

This little poem by Stevenson offers a good stimulus 
for self-expression. Let it be read not in a ''sing song," 
but as a ''swing song." Then, following the lead of the 
questions, let the pupils talk freely of their swing fun 
and of other sports. 

Following this exercise, other play poems from Steven- 
son, Riley, Field, and other writers for children may be 
enjoyed and talked about. The following poems from 
the authors named lend themselves to this work: ''The 
Wind," Stevenson; "At Aunty's House," Riley; "The 
Delectable Ballad of the Waller Lot, " Field. 

Two or three recitations wherein reading and language 
are blended, may be given to this work. A song and poem 
recital on playtime may result. 

Seat Work. Follow the suggestions offered in the 
general outHne on Making a Playtime Booklet. This 
booklet may contain : 

I. Cuttings or drawings suggesting various plays; as, 
Swinging, Jumping the Rope, Playing Hide-and-Seek. 



1 



THIRD GRADE LANGUAGE 59 

2. A little original story about some playtime incident, 
as, Building a Playhouse; Indian Fun; Playing Show; Learn- 
ing to Take Care. 

3. Jokes for playtime. Cartoons of the clean and clever 
sort may also be used. 

Each page within the book should deal with some- 
thing interesting about spring sports. Pupils can prob- 
ably prepare one page each day during the time given to 
this study. 

Lesson 2. A Game of Pomp 

The story given here should be enjoyed first, then the 
pupils should be led to tell of their playtime experiences 
suggested by the "Pomp Story." Seat Work on the 
Booklet should be given. 

Lesson 3. A Study of Action Words 

Expand the suggestion at the bottom of page 132, 
(text), and the seat work exercise, page 133 (text), into 
a lively lesson on action words. This may be made 
dramatic by having each pupil perform some action, 
while the others find words to describe it. The spelling 
of the words may make another lesson. 

Lesson 4. One, Two, Three 

Here language and literature again are blended. 
Read the poem, and following the lead of the questions, 
talk about the pictures it suggests. 

Seat Work. Let pupils continue making the play- 
time booklet. 



6o LIVE LANGUAGE LESSONS 

Lesson 5. Playing Language Games 

Two recitation periods or more may be given to train- 
ing the pupils' tongues properly to use am not and are 
not. 

Writing of sentences to fix these forms will prove 
helpful. Watch here the use of capitals and periods also. 

Lesson 6. A Vocabulary Exercise 

The story ''Where Jack Hid," should first be com- 
pleted. Perhaps now every pupil can work out the story 
in full. When the story is completed, let it be read. 

A follow-up exercise may be the writing of original 
playtime stories by the pupils for their booklets. 

Lesson 7. Enjoying the Booklets 

One or two recitations may be given to hearing the 
results of the various pupils' work. 

Lesson 8. Review Drills for Tongue Training 

Drills for right resonance on such words as, running, 
skipping, playing, dancing, swinging. 

Drills for flexible jaw on just, can, get, catch, and other 
like words. 

Drills on have, am not, isn't, taken, thrown, eaten, 
and other trouble-makers. 

Drills on the use of the period and the question mark 
to close sentences, and on capitals to begin sentences, on 
names, and on writing the pronoun I. 

In drilling let each pupil make sentences and read 
aloud; as, 



THIRD GRADE LANGUAGE 6i 

I can catch a rabbit. 
I can catch a squirrel. 
I can catch a mouse. 

Or, divide the class and let each of the pupils on one 
side ask questions, the other side in turn answer; as, 
Have you a knife? No, I haven't a knife. 
Have you seen a circus? Yes, I saw one last summer. 

Or, give rapid drills for enunciation by having pupils 
say quickly and accurately: 

just, can, get, catch. Work to overcome jaw laziness. 
ringing, swinging, bringing. Work for right resonance. 

PART TWO. ANIMAL PLAYMATES 

A second study on animals, with emphasis on pets, is 
offered here. Choice animal story-books in which good 
stories may be found are also suggested. A blended 
language, literature and nature study, covering about 
three weeks' work, should result. The lessons may be 
turned to practical account by bringing out the care and 
value of our animal friends. 

Lesson i. Animals at Play 

The little story of "Lambs at Play" is intended 
to stimulate the pupils to tell of their observation and 
experiences in watching animals. Read the story. Ask 
the questions following it and use other suggestions. A 
lively oral lesson should result. 

Seat Work. Each pupil may write a little story of his 
own, telling of the play of some pet or other animal he 
has watched. 



62 LIVE LANGUAGE LESSONS 

Lesson 2. Animal Actions 

A vocabulary lesson on action words is given here. To 
this, for Seat Work, may be added a spelling game using 
the list of words given. 

Request the pupils to bring to school for the following 
day pictures of animals. These pictures may be clipped 
from papers or from magazines, or kodak pictures may 
be used 

Lesson 3. Picture Talks 

Using the pictures found in the language or in other 
texts, with those brought in by the pupils, have the 
children give picture talks, each telling what the picture 
suggests to him. 

Plan also to make an animal picture and story-book. 

Seat Work. Begin the creating of the Animal Picture 
and Story-Book. This may be done in various way. Each 
pupil may choose one animal, as the dog, the cat, the 
squirrel, the colt, the rabbit, the raccoon, the donkey, 
the calf, or any other animal he may know well, and 
make a story book about the animal; or he may take 
several different animals. 

Several study periods will be required to make the 
book. It should be worked out one page at a time. 
Each page should contain a sketch or story a paragraph 
in length telling about the animal. These various 
sketches illustrated, will make the book. A cover with 
appropriate design should be used. 

Lessons 4, 5, and 6, may be made into story hours in 
which choice animal tales are read or told. 



THIRD GRADE LANGUAGE 63 

For Lessons 7,8,9, and 10^ let the pupils play again the 
Noah's Ark and Zoo Games found at the beginning of 
the book. Other language games, like The Fairy Wand 
may also be played. 

Review drills should also be given on words like 
jumping, kicking, running, galloping, also catch, can, 
get, just. 

For practice in the use of capitals and periods, use the 
exercise suggested on page 144, writing sentences about 
animals. 

Let pupils make a little story of several sentences 
about some animal; as, 

PUSSY 

My name is Snowball. I have soft, white fur. I have such bright 
eyes I can see in the dark. Sometimes I spy a little mouse stealing 
food. Then I creep up and jump. The mouse wishes he had not stolen 
the food. 

As a Final Exercise have a story-telling hour, perhaps 
for another class, in which the Httle booklets are used. 
Let the stories given be the ones created by the children. 



PART THREE. WATER SPORTS 

The streams, the ponds, the seashore now begin to 
call; vacation days are near. The children will be ready 
to recall pleasures they have had or pleasures they 
anticipate. Language lessons that blend with nature 
and with geography may be created in rich variety. 
The following program of lessons and reviews may be 
extended up to the closing days of school. 



64 LIVE LANGUAGE LESSONS 

Lesson i. Water Fun 

Following the lead of the questions given in the text 
make this an oral exercise in which the pupils share their 
little stories of fun with water. 

Seat Work. Writing answers to the questions given 
and asking other questions for practice in using question 
marks make a good exercise. 

Lesson 2. A True Fish Story 

After the pupils have talked about the little boy with 
his fish and given some of their own fish stories, they 
may complete the story. 

Lesson 3. A Fishing Game 

Two interesting games are given here. Let one 
recitation be given to each. 

Seat Work. First, make a fishing pond. Let the 
pupils have all the fish in their ponds whose names they 
can spell. 

Second, follow the suggestions under Seat Work, page 
151 (text), with reference to making sentences about 
fish. Watch that capitals and periods are used correctly. 

Lesson 4. Vacation Fun 

Make this an anticipation lesson in which the pupils 
are permitted to tell of the fun they hope to have during 
the vacation. 

Seat Work. Writing a little story about vacation 
may be followed as suggested in the book. 



THIRD GRADE LANGUAGE 65 

Lesson 5. The Music of Nature 
This blended language-literature lesson should be 

enjoyed just before the closing day of the course. 

The time that may be left between Lesson 4, just 

sketched, and the closing lesson can well be used in 

review. 

REVIEW EXERCISES 

Correct-Usage Games and Drills 

on 

Twelve Trouble-makers 



I. 


Have. 


7- 


Did and done. 


2. 


Am not, isn't, aren't. 


8. 


Sit and sat. 


3. 


Doesn't. 


9- 


Ate and eaten. 


4. 


Was and were. 


10. 


Took and taken. 


5. 


Saw and seen. 


II. 


Threw and thrown, 


6. 


Can and may. 


12. 


In and into. 



Use the language games suggested in the'text. Create 
others. Have questions and answers. Use the black- 
board frequently, having the pupils write the correct 
forms in sentences. 

Enunciation Exercise 

1. Singing, running, jumping, swinging — ^for right reso- 
nance. 

2. Just, can, get, catch — to overcome jaw laziness. 

Training the Fingers 
I. The use of capitals to begin sentences and names. 
Write the names of members of the class. Make a sentence 
about each. 



66 LIVE LANGUAGE LESSONS 

2. The use of the period and the question mark in closing 
sentences. Let one part of the class write questions on the 
board. Others may write answers. 

3. Writing a real vacation- time letter to some cousin, 
aunt, uncle, grandparent, brother, sister, or friend. Make 
this a real exercise. Several study periods may be given to 
the work. Each pupil may write several letters and mail 
them if he desires to do so. 



FOURTH GRADE LANGUAGE 

Live Language Lessons — First Book, Part Two* 
General Outline 

Two closely blended main lines of work are planned 
for this grade : 

I. Expression Studies IL Skill- Cultivating Exercises 
A series of general studies, grouped as follows, are 

provided : 

I. Fun in the Country 

Talks about country fun. Finding farm words. 

Writing stories of country Sentence studies, 
fun. Tongue-training drills. 

Author pictures of farm. 

2. Autumn Gifts 

Talks about harvest time. Finding autumn words. 

Writing about autumn gifts. Tongue-training drills. 
Nature study stories. Punctuation practice. 

3. Hallowe'en 

Talks about Hallowe'en. Word -changing game. 

Making Hallowe'en rhymes. Tongue-training drills 
Creating Hallowe'en play. Reviews. 

4. Home Helpers 
Talks about cooking. Tongue-training drills. 

Home-helper rhymes. Enunciation practice. 

Stories of pioneer homes. Reviews. 

* Also Elementary Book, Part One. 

67 



68 LIVE LANGUAGE LESSONS 

5. Christmastide 

Christmas stories. Learning letter forms. 

Christmas cards and letters. Using capitals properly. 
Making a calendar. Writing abbreviations. 

6. Snow Sports 
TeUing of wintry fun. Finding winter words. 

Writing winter stories. Writing quotations. 

Winter stories and poems. Learning contractions. 

7. Around the Fireside 
Enjoying poems. Tongue-training games. 

TelHng of fireside fun. Finger practice in punctuat- 

Playing fireside games. ing and using capitals. 

8. Little Folk of Other Lands 
Talking of foreign children. Tongue-training reviews. 
Writing of foreign children. Other trouble-makers. 
Creating play on America. Punctuation practice. 

9. Spring Songs and Stories 

Enjoying spring songs. Finding springtime words. 

Stories of springtime. Making springtime play. 

10. General Review 
Language "matches." Tongue-training drills. 

Practice in punctuating. 

II. Maytime 
Talks on Maytime topics. Writing Mothers' Day let- 

Creating flower poems and a ters. 

flower play. 

Points for General Guidance 
The foregoing plan covers a full year's work. About 
three weeks should be given, in the season thereof, to 



FOURTH GRADE LANGUAGE 69 

each general study. In schools where pupils are pro- 
moted at mid-year, the work should begin with ''Snow 
Sports," or "Around the Fireside." 

Where necessary, as in shorter term schools, to cut 
down the work, the following exercises may best be 
omitted: 22, 23, 34, 44, 50, 55, 61, 69, 70, 80, 81, 91, 94, 
and 108. 

Formal Exercises for the Fourth Grade 

In the following tables are found the troublesome 
forms on which lessons and drills are given systematically 
throughout the Fourth Grade. Other trouble-makers 
may be dealt with, as occasion demands, but these should 
receive special attention: 

I. Correct-Usage Tables 

Table i. Number Forms — is, are; was, were; has, 
have. 

Drill especially on such troublesome combinations as: 

We were home. Have the men gone? 

The boys are coming. You were out. 

The girls are there. Have the birds been killed? 

Were the boys home? Have the clouds gone? 

Are the children playing? Have the women come? 

Are the stores open? Were the girls home? 

Table 2. Principal Parts — Group One; throw, blow, 
know, grow, draw, fly, and their forms. 

Drill particularly on the past tense and the past 
participle in such combinations as: 



70 LIVE LANGUAGE LESSONS 

He threw the ball. He has thrown it over the 

fence. 
The wind blew hard. It has blown down many 

trees. 
I knew the boy. I have known him several 

years. 
Hasn't he grown tall? He grew rapidly last year. 

She drew a picture. She has drawn many. 

The birds flew into the barn. Most birds have flown South. 

Table 3. Principal Parts — Group Two; ring, sing, 
begin, spring, run, swim, with their parts. 

Special attention should be paid to the past tense 
and past participle in such sentences as: 
Has the bell rung? It rang at nine. 

Has the class sung? She sang the opening song. 

I began my work before Have you begun yours? 

noon. 
The deer sprang up. 

Table 4. Principal Parts — Group Three; see, do, go, 
come. 

These four verbs give much trouble. Drills should be 
aimed especially at overcoming the misuse of seen, done, 
come and went in such sentences as: 
I saw three robins. Has the boy gone home? 

He saw the circus. He came yesterday. 

He did his work. They came to-day. 

He did the lesson well. 

Table 5. Contractions; doesn't, isn't, aren't, hasn't, 
haven't, am not. 

The drills here should be aimed at overcoming aint, 
haint, taint, It don't, and other like habits. 



FOURTH GRADE LANGUAGE 



71 



Use here questions and other sentences as: 
Doesn't he go to school? Hasn't he gone yet? 

Isn't the bluebird dainty? Haven't you seen them? 

Aren't you ready? I am not going. 

Guessing games are especially valuable in giving mo- 
tivated drills on these forms. 



just 
can 



three 
throw 



singing 
bringing 



white 
when 



II. Enunciation Exercises 

I. To overcome "jaw laziness" 

get for or and 

catch from nor was 

2. To overcome "tongue tightness" 

there this these them 



thing 



that 



those 



think 



3. To overcome "faulty resonance" 



swinging 
ringing 



talking 
walking 



reading 
writing 



4. To overcome "lip laziness" 

whip where whistle 



which when what 

5. To overcome the "hurry habit" 

give me did you see them 

let me could you let them 

The foregoing exercises may readily be increased. 
Such drills as they offer may be correlated with phonics 
and reading, also with music. Work for right habits in 
using the vocal organs. 



72 LIVE LANGUAGE LESSONS 

III. Punctuation and Capitalization 

Pupils in the fourth grade have need to use few 
punctuation marks and few capital letters. They can 
write but little, and their sentences are usually very 
simple in construction. 

A reading knowledge of punctuation marks will 
naturally precede the ability to use the marks in com- 
position. 

The following is a summary of the rules reviewed and 
new rules introduced in the fourth grade: 

Rules for Punctuation Rules for Capitalization 

Closing the sentence with a Beginning of sentences. 

period. Pronoun I. 

Use of the question mark. Own name, names of others. 

Period following abbrevia- Beginning lines of verse. 

tions. Days and months. 

Comma in series. Persons and places. 

Comma, direct address. Initial letters. 
Apostrophe in contractions. 

Pupils of this grade are also introduced to quotation 
marks. They should not be held too severely, however, 
to the use of these marks especially in complicated 
sentences. 

Simple letter forms also are given to follow up the 
work introduced in the third grade. 

GENERAL STUDY ONE— FUN IN THE 
COUNTRY 

For pupils both in country and in city, this study has 
a gripping interest. Every normal child likes fun in the 



FOURTH GRADE LANGUAGE 73 

country, and all are ready to share the stories of their 
lively experiences on the farm or in the great out-of- 
doors. Several worth-while results come from such a 
sharing of stories: 

1. Good language practice. 

2. The stimulating of interest in wholesome recreation. 

3. An opportunity for practical nature study. 

The program provided is intended to cover about 
three weeks' work. 

The tongue-training drills in enunciation and correct 
usage are focused on certain troublesome types, begin- 
ning with is, are; was, were; has, have. 

Reinforcing the lessons which explain the proper use 
of these forms, are "drill tables" to cultivate the habit 
of using these forms correctly. 

Lesson i. Talking about Country Fun 

Several oral recitations may be given under this 
topic. After the opening sketch has been read by the 
pupils, they may be led to tell of their experiences during 
vacation. Following the lead of the stories they may 
relate, the lesson may be varied to suit the interests of 
children as follows: Fun with animals, Fishing stories, 
Camping, Taking trips, Playing in the parks or woods, 
Along the seashore. Fun on the farm. 

Seat Work. Vacation-time booklets. In this work the 
pupils should be encouraged to exercise originahty. The 
booklet may be filled with little stories, snap shots, 
pictures clipped from magazines, postcard pictures, 
little poems, original or others. Several study periods 
may well be filled with this interesting work. 



74 LIVE LANGUAGE LESSONS 

Lesson 2. Word Study- 
In this vocabulary-building lesson, the pupils are 
given a beginning study in word appreciation. The 
study may be extended readily by having them make 
lists of words suggestive of the spirit of play; as, romp- 
ing, skipping, chasing. 

Seat Work. Use the vocabulary exercise, "Finding 
Picturesque Words." 

Lesson 3. Finding the Author's Words 

Language and literature are blended here in a word- 
study game. When the sketches are completed, have 
them read. 

Seat Work. The pupils may find other brief farm 
pictures in verse and prose and copy them in their 
vacation booklets. 

Lesson 4. Sentence Studies 

In this exercise, the beginnings of sentence study are 
made. Extend the lesson by having the pupils find other 
statements, questions, and exclamatory sentences in 
other parts of the book. Several of each type of sentence 
may be copied. Have them watch for periods, question 
marks, and exclamation marks. 

Seat Work. Use the exercise on page 164 (text). 
Other exercises of a similar nature may be given for 
additional drill. 

Lesson 5. Words often Mispronounced 

Overcoming careless, slovenly habits in enunciation 
and pronunciation is an important language duty. It will 



FOURTH GRADE LANGUAGE 75 

be achieved not by drills alone but by creating the proper 
pride in pupils for clear, clean speech. 

Other words than those offered in this exercise may be 
added for the correction of other common errors in pro- 
nunciation. 

Seat Work. Let each pupil try to find ten or twenty 
other words commonly mispronounced. 

Lesson 6. Word Forms to Master : Correct Usage 

Grouped here for study are the forms is, are; was, 
were; has, have. Several clear illustrative exercises 
are given. Following these, drill sentences are given to 
drive home the rules. 

The unfailing application of these rules will be 
assured, however, only by continued well directed prac- 
tice on this first Correct-Usage Table page 69. Review 
exercises on this table are frequently given. 

Occasionally, as often as need requires, the drill on 
these troublesome forms should be repeated. In such 
drills, attention should always be directed towards the 
trouble spots. The training should be mainly on are, 
were and have, since these forms are neglected. For 
example, have sentences like the following given aloud 
clearly : 

We are going. We were there. 

You are going. The men were home. 

Are you going? The boys were home. 

The boys are coming. Have the men come? 

The men are coming. Have the boys gone? 

The girl is sweeping. Have the girls come? 



76 LIVE LANGUAGE LESSONS 

Were you there? Have the children gone? 

Were they there? Have the boys seen him? 

You were there. Have the men left? 

By means of frequent drills on tables such as these, 
the habit of hearing rightly and of speaking correctly may 
gradually be fixed. 

Seat Work. Make sentences, using correctly the 
various forms just given. Blank-filling exercises, and 
other drills in correct usage may be given; as, 

Where you going? What you doing? 

When they com- Who there? 

ing home? 

GENERAL STUDY TWO— AUTUMN GIFTS 

Language work and nature study, from a practical 
viewpoint, are here blended. The main purpose is to 
give pupils a training both in expression and in apprecia- 
tion. A series of lessons, directing the work of three or 
four weeks, is offered in the following program : 

Lesson i. The Spirit of Autumn 

This study, as worked out in full, with the little play 
that resulted from the work follows: 

First there was the discovery lesson, in which the 
pupils were led to tell of the season they liked best, and 
why. They talked of how these different seasons might 
be represented ; and finally, the discussion being turned 
to autumn, as suggested in the text, the class was tact- 
fully led to picture this season as a Jolly King ready for 
his feast. 



FOURTH GRADE LANGUAGE 77 

The pupils were next stimulated to tell of the different 
gifts that might be brought to the king, and each told 
which of all the gifts he liked the best and why. 

The suggestion was next brought out that a play 
representing "King Autumn's Feast" be created. It 
met with enthusiastic approval. The class selected 
those who were to represent King Autumn and Jack 
Frost. Each of the rest of the pupils was then per- 
mitted to select his own part. This closed the opening 
lesson. 

The second exercise was a development lesson. 
During this the pupils were given an encouraging 
opportunity, each freely to work out his part. The 
pupils preferred to write out their own little descriptions 
of the various flowers, grains, vegetables, and fruits they 
had chosen to represent. 

The third lesson was another development lesson 
devoted to perfecting the parts. The little play was 
rehearsed, each pupil giving orally or reading his part. 
Suggestions for improvement were invited and given by 
the class; and the pupils, helped by these constructive 
criticisms, went to work to better their little composi- 
tions. These were finally written by each of the pupils 
on uniform sized paper, and appropriate art decorations 
were made also by each pupil to illustrate his part. 
These, gathered into a little booklet with an art cover 
made by the pupils, made up the little play. 

The final lesson was the presenting of this play before 
the patrons and pupils of other classes during an autumn 
program. Following is the play in full as it came from 
the pupils themselves : 



78 LIVE LANGUAGE LESSONS 



KING AUTUMN'S FEAST 

King Autumn: Jack Frost, come tell the flowers, fruits, and vege- 
tables that King Autumn is giving a great feast. 

Good flowers, fruits, and vegetables, I am giving this great feast in 
order to bring my old friends together for the last time this year. 

Good friends, what gifts do you bring me? 

Jack Frost: Your Majesty, I am Jack Frost. Probably you have 
heard of me before. Children say that they do not like me because I 
nip their toes and pinch their noses. But I make their eyes sparkle and 
their cheeks glow. They do not know that I work nights with my magic 
in bringing out the autumn glory. When I kiss the apples, they blush 
rosy red. I change the robes of the trees from green to red, yellow, and 
scarlet. I put the diamonds in the snow banks. In winter, I paint castles 
on the windows for boys and girls. After my work is done, I cover the 
earth with a soft white blanket. {Turning to his friends, he continues.) 

Come, come, good flowers, fruits, and vegetables, the King is giving 
a great feast! 

Sunflower: Greeting to thee, O King of Autumn! Thy call has 
brought me here. Though I spring from the earth a simple sunflower I 
bring sunlight and glory to thy Festival. 

Chrysanthemum: Your Majesty, I am a yellow Chrysanthemum 
grown for your pleasure. I come to bring greeting, O King! I am one of 
the last flowers in the garden, and you must enjoy me, for it will be long 
before spring. 

Dahlias: Your Majesty, I am a big beautiful bunch of Dahlias. I 
make every one happy. I bloom here and there. Almost everywhere you 
will see my richest colors of red, yellow, white, and purple. I am some- 
times plucked to be put into vases to make some sick person happy, or 
even to make a home beautiful. Here I stand, O King, to do your 
bidding. Put me in a vase and set me on your table, and I will scatter 
sunshine all about you. 

Wheat: Your Majesty, I am Wheat. I am the staff of life. I feed 
the world. At first I am a little green blade peeping from the ground. 
Soon I am a swaying field of golden grain. When ripe I am cut and 
threshed. I am then taken to the mill to be made into flour. I travel all 
over the world. And here I am, O King, ready to serve you. 

Corn: Your Majesty, I am a stalk of Corn. I am a staff for you to 
lean on. I am known all over the world. You can can me. You can 
roast me. And you can have anything, O King, I am here to serve you. 

Apple: Your Majesty, I am a Jonathan Apple. I was grown in an 
orchard. I was ripe a few days ago and the farmer put me in a bin, I 
had trouble to get here, but now that I am here make good use of me. 
You can bake me or make me into an apple pie, an apple dumpling, or 
you can eat me as I am. 



FOURTH GRADE LANGUAGE 79 



Pumpkin: 



O MIGHTY KING 

I'm a great big yellow Pumpkin, 
I'm as good as I can be, 
If you don't believe me 
Bake me in a pie and see. 

My home is yonder cornfield. 
Midst the stately, wa\dng com 
Isn't that a lovely place for 
A pumpkin to be born? 

I'm a jolly fellow 
When it comes to Hallowe'en. 
I'm the finest Jack-o'-lantern 
That ever has been seeUo 

When the night is dark 

I have the mostest fun, 

For all those that see me 

Just throw up their hands and run. 

Cantaloupe: Your Majesty, I am a delicious Cantaloupe. I am 
yellow to the rind. You will like me I know, O King! Here I stand 
ready to please your royal taste. You may have me made into fancy 
things, or eat me just as I am with salt and pepper. In fact I am good 
almost any way. Here I stand ready to serve you as you please. 

Watennelon: Your IMajesty, I am a Watermelon. See my beautiful 
green rind. Is it not beautiful? I have something still more beautiful. 
Cut me open and see. You will find something most delicious. I know 
you will like me. Taste me and see. I am so delicious you will want all 
you can get of me, O King! 

Squash: Your JNIajesty, I am a nice ripe Squash, ready to serve you. 
I guess you Hke me in many different ways. Maybe in a pie or maybe 
baked with salt and butter. At first I lay in the field, a brownish gold. 
Then I was brought in and cleaned and put into the oven. And now 
here I am before you. 

Potato: Your Majesty, I am a Potato. I am white on the inside and 
brown on the outside. You can serve me in many ways. You can 
French fry me or you can make me into creamed potato. 

Sweet Potato: Your ]\Iajesty, I am a Sweet Potato. You may cook 
me in several ways. I am best when baked, but I may be boiled or fried. 
I grow under the ground. I have a great number of eyes. From each 
eye will come a new plant. 



8o LIVE LANGUAGE LESSONS 

Observe that the exercise was characterized by the 
following essential elements of a truly democratic 
language lesson. 

1. The general subject connected closely with the pupils' 
lives. 

2. It offered opportunity for every pupil both to give and 
to gain. 

3. The work was constructive and creative. 

4. It was given a natural and impelling motive. 

5. There was continuity of effort to accompHsh a worthy 
result for the common cause. 

Lesson 2. Sowing the Seeds 

Several different lessons are given here, each with the 
central thought of stimulating observation and expression 
about mother nature's way of sowing the seeds. 

1. Read the Parable of the Sower. Lead the pupils 
to ask such questions as the following: What happens 
to seeds that fall on stony ground? To those that fall 
among weeds? To those that fall by the roadside? 
When do seeds grow best? 

When the pupils have answered such questions, per- 
haps they may be led to tell something of the meaning of 
the parable. 

2. Autumn Airships. Pupils here are given a chance 
to tell of their observations in watching seeds in autumn. 
Interest in this lesson may be increased greatly by having 
a collection of seeds that fly; as, the milkweed seed, 
thistle seed, lettuce seed, cat-tail seed, and others. 
Encourage the pupils to talk freely about these little 
airships and their travels. 



FOURTH GRADE LANGUAGE 8i 

3. Other Seed Travelers. This lesson is a natural 
outgrowth of the preceding one. It should be prepared 
for by having a collection of seeds made. 

Seat Work. Following each of the preceding exercises, 
the class may be allowed to make a seed collection and 
mount it on cardboard or arrange it properly labeled in 
cardboard boxes, under such titles as, Seed Airships, 
Seed Boats, Seeds that Steal Rides, Seeds that Pay 
Their Way. 

Lesson 3. A Tale of a Traveler 

Vocabulary work blended with an imaginary story is 
given here. After filling the blanks with fitting words, 
the pupils may read the story. 

Seat Work. Another imaginary story following the 
titles given in Exercise 21 may be written. When com- 
pleted, these tales may be read during other recitations. 

Lesson 4. Author Study 

Literature is here correlated with language. The little 
tale of "The Pea Blossom" should first be read, and the 
pupils, guided by such questions as follow, should be 
given the opportunity to express themselves. 

Seat Work. Follow the suggestions in questions four 
and five, page 179 (text). 

Lesson 5. Autumn Leaves 
Two delightful lessons come under this general title. 
First, a favorite little poem to enjoy; second, a study of 
autumn- time words. These studies may be blended, the 
poem being used for the recitation, and the word study 
for seat work. 



82 LIVE LANGUAGE LESSONS 

Lesson 6. Correct-Usage Table 2, p. 69 

Several troublesome verbs alike in their principal 
parts, are here studied. After these are studied and the 
proper use of the various forms made clear, tongue-train- 
ing drills on such sentences as those given in the text, 
and others like them, may be had. 

Focus the drill first on threw, blew, knew, grew, drew, 
and flew, then on has thrown, has blown, has known, 
has grown, has drawn, has flown. 

Lesson 7. The Comma in Series 

This easiest of the comma rules is given first. Fourth 
grade children should have little difficulty in under- 
standing the rule. Their fingers, however, will need 
much practice before they will apply the rule. Have 
them compose sentences to write on the board; as. The 
wind blew down trees, windmills, houses, and barns. 

Let each find one or more such sentences in other 
lessons in their text or other books. 

Have dictation exercises using such sentences. 

Lesson 8. Reviews 
Helpful exercises for punctuation practice and a care- 
fully chosen list of sentences for review drill on Correct- 
Usage Table i, p. 69, is, are, was, were, are given here. 
The sentences may be increased by others found or made 
by the pupils or teacher. 

GENERAL STUDY THREE— HALLOWE 'EN 

Opportunity is given first to make a blended study of 
language and literature; second, to direct pupils towards 



FOURTH GRADE LANGUAGE 83 

celebrating the holiday joyously, yet in a safe and sane 
way. 

About three weeks' time may well be spent in working 
out the program of lessons provided in the text as 
follows : 

Lesson i. Enjoying Hallowe'en Poems and Stories 

A stanza from Whittier's poem, ''The Pumpkin," is 
used to begin this study. Stimulated by the suggestions 
of pumpkin fun and of " Cinderella," the pupils should be 
ready to talk freely, to retell the story of Cinderella, and 
perhaps the stories of other fairy tales suggestive of the 
spirit of the hohday. Their expression, tactfully guided, 
will give good oral practice and create the right atmos- 
phere for the studies to follow. 

Seat Work. Memorize the stanza given, or draw or 
cut illustrations for the Cinderella story. 

Lesson 2. Talking about Hallowe'en Fun 

Following the suggestions in the text, lead the pupils 
freely to talk of their ways of celebrating the holiday, 
especially to tell of their fun with the Jack-o'-Lantern. 

Seat Work. The imaginary tale of "The Adventures 
of Mr. Jack-o'-Pumpkin" should be completed. A little 
guidance in filling the blanks may be necessary, but 
pupils here should be allowed freedom within reason. 

Lesson 3. Enjoying the Stories 
A language-reading lesson may here be made by 
having the pupils read their Kttle tales. Reading one's 
own composition makes good language and reading 
practice. 



84 LIVE LANGUAGE LESSONS 

Seat Work. Study the sketch, *'How Hallowe'en 
Came to Be." If possible, find in other books, maga- 
zines, and papers further information about this strange 
holiday. Prepare to talk about it in the succeeding 
recitation. 

Lesson 4. Planning a Hallowe'en Program 

Following the suggestions in Exercise 32, let the pupils, 
tactfully guided, be allowed to work out a program for 
Hallowe'en. 

Seat Work. Create a Hallowe'en story, as suggested. 

Lesson 5. Hallowe'en Rhymes 

This lively little exercise generally brings rich results. 
Pupils will find little trouble in completing the rhymes. 
Some pupils may make clever ones all their own. The 
following is a result from this exercise : 

One moonlit night a wee little elf 

Sat on a toadstool fanning himself. 

Some gay little brownies came tripping along, 

With bright lighted lanterns and gay, merry song. 

"Oh look!" said one brownie, "let's go over there, 
And give the wee elf an awful scare." 
So up crept the brownies with lanterns, all bright 
When down jumped the elf and was soon out of sight. 

—Will Jex. 

Seat Work. The finding of rhyming words and the 
creating of jingles make a charming exercise. 

Lesson 6. Poem Studies 
To the group of poems given, others from the readers 
may be added. Lead the pupils to talk freely about the 
poems. 



FOURTH GRADE LANGUAGE 85 

Seat Work. Study the beginning of the Hallowe'en 
Play, and be ready with suggestions for completing it. 

Lessons 7 to 10 

These lessons may be devoted to working out, practic- 
ing, and presenting the little play. The creating of the 
play should be done as a class exercise. Pupils should be 
given opportunity to suggest plans and parts. All 
should be permitted to take some part in the play even 
though it be but a small one. 

Seat Work. During this time the pupils, if it can so 
be arranged, may work out the staging and costuming 
of their little play. Committees of the class may be 
appointed for this purpose. 

If this plan is not practicable, they may write out the 
little play. Good speUing drill, punctuation, capitaHza- 
tion, and sentence building are required in this exercise. 
Not more than one scene or act should be attempted at a 
time during one study period. 

Lesson II. Vocabulary Building 

In the exercise, "Words for Hallowe'en," a new kind 
of word-finding lesson is offered. Let the pupils, during 
the recitation, take a few of the sentences and work them 
out as suggested. Lead them to see the effect of the 
changes. 

Seat Work. Let each one continue the exercise by find- 
ing words for himself. 

Lesson 12. Correct-Usage Table 3, p. 70 
A drill on the group of verbs — rang, sang, sprang. 



86 LIVE LANGUAGE LESSONS 

began, drank, sank, and others like them is given here, 
with the other forms, has rung, has sung, and so on. 

The practice should mainly be on the ''a" forms, since 
these are most commonly misused. Let the drill be made 
snappy and lively. Vary it by having the pupils make 
sentences of their own, or by having them find and read 
other sentences in which these trouble-makers are proper- 
ly used. 

Seat Work. Fill the blanks given. Compose other 
sentences using these forms or find other sentences like 
them. 

Lesson 13. Tongue Training 

A drill on type trouble-makers in enunciation is here 
given. The aim is to help the pupils speak these and 
other words ''trippingly on the tongue," and to sound 
them properly. Have a happy, lively drill to train the 
pupils' tongues, jaws, and lips away from lazy habits and 
to cultivate the habit of throwing the tone forward by 
practicing words ending in ''ing." See suggestions on 
page 71, Enunciation Exercises. 

Lesson 14. Correct-Usage Table 4, p. 70 

Table 4 deals with saw, seen; did, done; came, come; 
and went, gone. Only saw and seen are given here. 
The other forms are all given later in this grade. They 
may be given attention here also if desired. The definite 
effort to rid the pupils' tongues of "I seen it," ''He done 
it," *'He has went," and "He come yesterday" can not 
be made too soon. For further suggestions see page 99. 



FOURTH GRADE LANGUAGE 87 

Seat Work. Compose or find sentences in which these 
forms are correctly used. 

Lesson 15. Review Drill on Correct Usage 
Table i — is, are; was, were; has, have. See page 69. 

GENERAL STUDY FOUR— HOME HELPERS 

Here is a practical study, giving good language 
training, and turning that training to good account in 
cultivating a spirit of home helpfulness, thrift habits in 
the home, and an appreciation of our pioneer home- 
makers. Opportunity for many such necessary lessons 
will be found in the following program planned to provide 
about three weeks of work. 

Lesson i. Talks about Cooking 

This study is approached in the play spirit through a 
stanza from Riley's poem, ''Our Hired Girl." Let the 
teacher read the stanza or the whole poem expressively. 
Then, following the questions and suggestions in the 
sketch about ''Learning to Cook," stimulate a good oral 
lesson. 

Seat Work. The pupils may have a speUing game by 
drawing a kitchen or a cupboard and filling it with words 
naming various foods and utensils needed by the cook. 

Lesson 2. Telling about Play Dinners 

This is another oral exercise in which the pupils may 

share their "play dinner" and "playhouse" fun and at 

the same time get good language practice. To stimulate 

such expression ask questions; as, Where have you ever 



LIVE LANGUAGE LESSONS 



built a playhouse? Tell how you made it. Tell of some 
dinner you may have had in it. Who came to visit you? 
What had you to eat? 

Seat Work. Follow the suggestions in Exercise 41. 

Lesson 3. Helping Hands 

Let the pupils read this poem and talk freely about it. 

Seat Work. Follow the last suggestion under question 
6, Exercise 42. Write three reasons why every child 
should be a home helper. Let these be read the follow- 
ing day. The best five should be selected by the class to 
be made into a little motto for the room. The poem 
should be memorized. 

Lesson 4. Thrift 

Here is a thrift lesson. The emphasis of the talk may 
well be turned to money saving and m_oney earning: 
(i) by home helpfulness; (2) by care of food and clothing; 
(3) by earning money. 

Seat Work. Make thrift posters. Choose the best 
three for the classroom walls. 

Work into some art design such sayings as, 

A penny saved is a penny earned. 
A dime a day keeps want away. 
Thrift is a habit: get the habit. 
Waste not: want not. 

Lesson 5. Making Home Rhymes 
Another exercise in rhyme making, is given for the 
sake of variety. Some clever little jingles should result. 
The following is the work of a fourth grade pupil from 
this exercise. 



FOURTH GRADE LANGUAGE 89 

HELPING HANDS 
When mother goes away 
For about a half a day. 
She leaves me all alone 
To answer the phone. 

I do all the work 

And never shirk. 

When the door bell rings 

I take what the mail man brings. 

I scrub the floor 
And polish the door 
When mother goes away 
For about a half a day. 

— Harold Cummings. 

Seat Work may be the following up of this rhyming 
exercise. 

Lesson 6. Pioneer Foods and Cooking 

This study opens a wealth of beautiful work. Every 
pupil will have parents, grandparents, or other friends 
who can tell first-hand stories of these pioneer times. 
The stories thus gathered will make a pleasant story- 
hour or two and will also cultivate in the pupil an appre- 
ciation of the pioneers, the first lesson in patriotism. 

Seat Work. Make a pioneer booklet to be presented to 
the school library. Let each pupil contribute to the book- 
let one or more choice little stories of pioneer life. The 
stories should be illustrated with drawings, or with kodak 
and other pictures of pioneer homes and pioneer life. 

GENERAL STUDY FIVE— CHRISTMASTIDE 

Two things in one are achieved by the proper teach- 
ing of this study. The right spirit towards Christmas 



go LIVE LANGUAGE LESSONS 

will be created, and excellent motivation for language 
lessons will come from the expression of that spirit. 

In the following varied program of stories, songs, and 
language exercises, will be found lessons enough to fill 
the time between Thanksgiving and Christmas. 

Lesson i. The First Christmas Story 

St. Luke's story of the Christ Child belongs to all 
children. Let them hear it first voiced expressively, not 
affectedly, by the teacher. Afterwards they may read it 
aloud. Perhaps, through listening to the music of its 
words, they will memorize it. 

An oral lesson should follow in which the pupils are 
led to talk about the story of the shepherds, to appreciate 
the picture of ^'The Visit of the Shepherds," and to tell 
or hear the story of "The Wise Men." To stimulate such 
expression ask such questions as. How came the parents 
of Jesus to be in the stable when he was born? How did 
the shepherds learn of the birth of the babe? What 
beautiful picture comes to your mind as you read the 
story? What other picture than the one given in the 
text have you seen of the Christ Child and his mother? 

Seat Work. Write about "The Christ Child." 

A little composition of perhaps a paragraph or two 
may be produced here. Some illustrations of the story 
in drawings or pictures will add to the interest. 

Two periods may be given to this work, if necessary. 

Lesson 2. Christmas Poetry 

Pupils may here have a dehghtful recital of poems 
and songs and stories of Christmas time. First have 



FOURTH GRADE LANGUAGE 91 

them read the poems in the book, asking questions to 
bring out the main thought in each. Then plan a program 
for the next day in which not only these but others sug- 
gested in Exercise 51 are read. Also let the pupils enjoy 
again the poems suggested for the third grade on pages 
61-65 (text). Choice poems should be re-read, just as 
songs are re-sung, whenever occasion calls for them. 

Seat Work. The pupils may spend the time in pre- 
paring the various parts assigned for the program. Each 
child should be given a part, even if it must be a small 
one. 

Lesson 3. Sharing Christmas Pleasures 

In this oral exercise, follow the lead of the questions 
in the text. When the pupils have been stimulated to 
express themselves, guide their expression till the object 
of the lesson is achieved. 

Seat Work. Memorize the stanza ''Holiday Gifts." 

Lesson 4. Christmas Remembrances 
A good oral lesson may be had here by leading the 
pupils to talk about the plan suggested and of those to be 
remembered. 

Seat Work. Write the letters suggested. Let the 
pupils follow the guidance given in the text. This letter 
writing will take care of itself once the pupil feels the 
reality of the exercise. Only a little help in directing his 
expression and in making sure of the form, will be 
necessary. 

Two and three recitations and study periods will be 
needed to finish the work and to give the training sug- 
gested in Part II of Exercise 54. 



92 LIVE LANGUAGE LESSONS 

Lesson 5. Christmas Cards 
Language and art are blended here. Follow the 
directions as given. Both the recitation and the study 
period will be required for perhaps two days to com- 
plete this work. 

Following is a little letter in rhyme that came out of 
this work. 

DEAR MOTHER 

Christmas comes but once a year. 
May it bring you happiness and cheer! 
May Santa fill your stocking with health, 
And also give you your share of wealth! 

I will always do what is right, 

And help you with all my might. 

For you may a banner of peace and joy unfurl, 

Is the loving wish of your little girl. 

— Alice Sheets. 

Lesson 6. Rules for Using Capitals 

Some of the simpler rules governing the use of capitals 
are given here with exercises to fix the rules in the fingers. 
Two or more recitations and study periods should be 
given to the working out of this lesson. Use the exercise 
in the book as planned. Next have a memory exercise 
in which the pupils first learn, then write from memory 
some bit of choice verse on Christmas time. 

Seat Work. Follow the suggestions in Exercise 57 
under 4 and 5. 

Lesson 7. New Year's Greetings 

This study may be taken before the holidays, if time 
permits, or it may follow them. 

The making of calendars, as suggested, brings art and 



FOURTH GRADE LANGUAGE 93 

language together in a series of delightful exercises that 
may well fill several periods. • 

Lesson 8. Abbreviations 

Training for the fingers to use capitals and periods 
properly, and a good spelling exercise, are giv^en in a 
lesson which grows naturally out of the calendar work. 
Spell here the names of the months and the days of the 
week, with their abbreviations. 

Seat Work. Follow the seat work suggested at the 
close of Exercise 59. 

Lesson 9. Days of the Week 

This study may be vitalized, as suggested, by telling 
how the days got their names. Opportunity is also 
provided for a story hour on ''Old Norse Tales" by fol- 
lowing the suggestions in Exercise 61. 

Lesson 10. Reviews 

Correct-Usage Tables i, 2, 3, and part of 4, pages 
69, 70 are given here again for oral drill. 

Seat Work. The pupils may copy and punctuate the 
sentences In Part II of the exercise. Other like sentences 
may be added, if necessary. 

GENERAL STUDY SIX— SNOW SPORTS 

Here is another recreational study with a clear pur- 
pose of stimulating wholesome winter fun and health. 
About three weeks may be given to the working out of 
this general study. 



94 LIVE LANGUAGE LESSONS 

Lesson i. Sharing Our Winter Fun 

The pupils should be led, not driven, to tell of their 
winter fun, by following the questions and suggestions 
found in the book, or others like them. Get the best 
stories they have to give. 

Seat Work. All will enjoy completing the little story 
''Bumping the Bumps." 

Lesson 2. A Book of Winter Stories 

After reading the completed story, *' Bumping the 
Bumps," let the pupils plan a winter- time booklet to be 
created by the class, or separate booklets by each pupil. 

Seat Work. Write a winter-time story. During the 
succeeding recitation and study period the stories may 
be read and afterwards put into finished form with 
illustrations. The following uncorrected stories come 
from pupils who worked out this exercise. 

A SNOW HOUSE 
One day when we were out with papa cleaning walks, I said, "Let's 
make a snow house." We got big blocks of snow and piled them on top 
of each other. When it was finished we played in it a long time. Then 
mamma called us to supper. When we had finished our supper, we went 
to look at it again. It was all broken down. We saw a boy run away too. 
I never built it up again after that. 

— Martha Wernham. 

THE RACE THROUGH THE SNOW 
While we were eating breakfast one morning on the farm we saw a 
race between a jack rabbit and a coyote. The jack rabbit was a big one 
almost white, with long legs. Oh how he did run and jump! The coyote 
was hungry. He wanted his breakfast and there was nothing to eat but 
that rabbit. Oh how hard he ran ! Up and down the hills, over the sage- 
brush and through the snow. After a while it looked as if the coyote was 
losing. Then they got out of sight and for all I know may be they are 
running yet. 

— Elsa Hendrickson. 



FOURTH GRADE LANGUAGE 95 

Lesson 3. Conversation in Stories 

Direct quotations are used mainly in story telling. 
Their use there is to give life and reality to the tale. In 
teaching quotations, let this point be brought out clearly 
and kept clear. 

Seat Work. The work suggested in Exercise 67 will 
provide enough to fill two or more study periods. In- 
crease the drill work if necessary. 

Review here the rules already given for the use of 
periods, commas, questions, and exclamation marks. 

Lesson 4. Words That Take the Place of "Said" 

A blended study of quotations and vocabulary work 
is given. After the exercise in the text has been studied, 
let the pupils turn to various stories in the language 
books or readers and find how authors use various 
expressions in place of said. This last suggestion may be 
worked out for seat work during the study period. 

Lesson 5. Snow Stories to Read 

Language and literature are blended here. Other 
winter-time stories may be added to the fist. After the 
stories have been read, let them be told or played. 

Lesson 6. The First Snowfall 

Another language-literature study, which may be 
enriched by adding other poems that reflect the spirit of 
winter, is given here. Following the study of the poems 
as suggested by the questions following the poem in 
Exercise 70, the pupils may give a little recital of these 
poems. 



96 LIVE LANGUAGE LESSONS 

Lesson 7. Contractions 

Under this general head come : 

1. A study in spelling contractions. 

2. The real use of contractions explained. 

3. Troublesome contractions. 

4. A drill exercise on the ''Mischief-Makers." 

A week or more of worth-while work can be given to 
learning the correct use of these commonly misused 
forms. Especially should attention be directed through 
positive tongue training to the mastery of Correct-Usage 
Table 5: isn't, aren^t, doesn't, hasn't, haven't, am not, 
tisn't. 

Lively drills and language games will be most valuable 
here. Exercise 74 suggests the spirit in which these 
trouble-makers may best be overcome. 

GENERAL STUDY SEVEN— AROUND THE 
FIRESIDE 

Home recreation is the best recreation. To cultivate 
the spirit that makes pupils love their homes, we must 
help them to find their pleasures there. This language 
study opens the way for such most needed lessons. 

An interesting program for two weeks of work is 
provided as follows: 

First Week 

For the Recitation For Seat Work 

Enjoying fireside poems. Memorizing a poem. 

Talking about fireside fun. Finding games to play. 

Pla3dng in-door games. Making a game book. 

Language-guessing games. Continuing the game book. 

More language games. Completing the game book. 



FOURTH GRADE LANGUAGE 97 

Second Week 

The growing story. Finding charade words. 

Playing charades. Reading stories to tell. 

A story hour. Reading stories to tell. 

A second story hour. Writing a fable. 

Reading the fables. Review punctuation practice. 

If time permits, the foregoing program may easily be 
expanded to fill three weeks very profitably by carrying 
out the following program : 

Have the pupils write some fable or other good short 
story. 

Correct the papers carefully, copying on separate slips 
of paper: 

1. The spelling mistakes. 

2. The errors in grammar. 

3. Expressions containing misused words. 

4. Several sentences showing faulty structure; as, those 
containing too many ''ands." 

5. Mispunctuated sentences; as, those showing the mis- 
use of quotation marks. 

On each of the foregoing type faults plan a lesson. 
One day may be given to spelKng drill, another to correct 
usage, another to vocabulary work, another to sentence 
building, and another to punctuation. 

In looking for the faults in the stories, do not overlook 
the well constructed sentences, the well chosen words, 
and those papers free from errors in spelKng, grammar 
and punctuation. 



LIVE LANGUAGE LESSONS 



GENERAL STUDY EIGHT— LITTLE FOLK OF 
OTHER LANDS 

A Patriotic Study 

''Have you ever stopped to think that our own coun- 
try is the home of people from almost every land under 
the sun? 

''There must be some good reason why so many 
different peoples have come to America to make their 
homes. Some of them came, no doubt, with the thought 
of getting rich, but many came for a better reason. 
What was it? 

"What is America often called? What privileges does 
it offer to the poor and oppressed? " 

The foregoing vital suggestions found in Exercises 85 
and 86, were written before the World War. They have 
even deeper meaning for us since that terrible conflict. 
In these lessons is a golden opportunity which every 
truly American teacher will gladly turn to good account 
in leading her pupils to express thoughts that make for 
a pure and practical patriotism. 

The lesson should be made vital by being connected 
with the everyday lives of the children. Are they true 
Americans? They will prove it, not merely by saluting 
the flag and singing patriotic songs, but also by talking 
about and doing definite little American duties that 
come to them every day. The lesson should lead the 
pupils to see such duties and give them a desire to per- 
form them. 

In this study language is correlated with geography, 
history, and civics. The study naturally fall^ into the 



FOURTH GRADE LANGUAGE 



99 



February work, when the spirit of patriotism is upper- 
most. About three weeks may well be given to the 
working out of the following series of rich lessons: 

For the Recitation For Seat Work 

Oral lesson on little folk of Reading books suggested in 

other lands. Exercise St,. 

Report on reading. Writing about foreign chil- 
Talks on our country. dren. 

Songs of America. Writing names of peoples. 

Planning patriotic play. Memorizing patriotic song. 

Presentation of the play. Writing the parts. 

Drill on Correct-Usage Table 4. Use these forms 
correctly: went, gone. Fill the blanks with the right 
form of see, do, come, go. 

Have you the soldiers marching? 

Have you your duty? 

Did you when your country called? 

Where have the soldiers ? 

Answer the questions using the right forms of the verbs given. Make 
other questions using the verbs and answer them. 

Review drill on Correct-Usage Table 3. Use these 
forms correctly. 

Lesson on the Comma and Capitals. Review the rules. 

This practice should be blended with the composition 
work. Correct the stories written by the pupils on ^'For- 
eign Children." Copy from these stories sentences that 
need attention; have the sentences written on the board 
and punctuated properly. 

The following compositions on the general subject 
''Foreign Children" were created by fourth grade pupils 
in working out Exercise 84. 



loo LIVE LANGUAGE LESSONS 



A STORY OF A LITTLE CHINESE BOY 

One day my sister had to take care of a little Chinese boy. 

We have a magpie, and he said, "Me play with the Magie cause me 
have one at home." 

After dinner my brother took him out in the front yard and he said, 
"Shall me show you my tricks? " And my brother said, "Yes." 

And he turned somersaults and did so many funny things. 

At dinner we had peas and my father was taking some peas and the 
boy said, "Leave some for me." 

We all laughed and he said, "You don't need to laugh at me." 

AN ESKIMO BOY 
I am an Eskimo. We live in the North. We have houses made of 
snow and ice. My father and I go out to get seals about every week. 
First we take a large fish hook and tie a rope on the fish hook. Then we 
find a place where the seals live and put the end of the hook down through 
the ice and the seals get the hook in their mouths and we pull them up. 
We wear animal skins. 

In creating a little play on ''America — The Land of 
All Nations," (Exercise 85) a certain class selected one 
of their number as Uncle Sam, and another as Aunt 
Columbia. 

The verse of the little song they created ran thus : 

Hurrah for Uncle Sammy 
And Aunt Columbia, too; 
And for Our America — 
And the red, white, and blue. 

Each pupil chose to represent a little foreign child, 
and made a verse of his own about the character he 
represented. 

GENERAL STUDY NINE— SPRING IN SONG 
AND STORY 

The spirit of spring, full of sunshine and flowers and 
bird songs and brook songs, has found expression in 
numberless poems and stories. Folklore is full of fanciful 



FOURTH GRADE LANGUAGE loi 

tales that picture springtime as a delightful goddess or 
fairy. To retell and play these tales, to sing the sweet 
songs of spring, and to talk of the season is to have a 
blended language, literature, and nature study. 

The following program provided to guide this study 
may well be extended to fill a month of worth-while 
work. 

Lesson i. Poems of Springtime 

This should be enriched with other poems: "Rollick- 
ing Robin," "The Brown Thrush," "The Bluebird," 
(See First Book, Part I, Exercise 65) "Robin's Secret," 
and other bird poems may be used here. "The Wind in 
a Frolic," "The Night Wind," "The Wind and the 
Swing," with other songs of the wind, suited to this 
grade, will also serve well. Rain poems, such as "It 
Isn't Raining Rain to Me/' may also be used. 

Seat Work. Memorize some bird poem or a stanza 
from a poem you like. 

Lesson 2. Messengers of Spring 

A vocabulary-building exercise blending with the 
spring spirit is here given. 

Seat Work. During two or more periods the pupils 
may learn to spell the names of the common birds, 
flowers, insects, and animals connected with the coming 
of spring. A flower collection may be begun at this 
point if desired, by gathering, pressing, mounting, and 
labeling various spring flowers. 



I02 LIVE LANGUAGE LESSONS 

Lesson 3. An Old Tale of Springtime 

After enjoying and playing this beautiful Indian 
myth of springtime, the pupils may read and tell or play 
any of the others suggested. 

Seat Work. Continue the flower collection, or, if 
preferred, draw illustrations for one of the spring stories. 

A week or more may be given to this work of story 
telling and dramatization. 

Lesson 4. Growing Gardens 

The study here takes a practical turn. Window gar- 
dens or home gardens or school gardens, as the situation 
demands, may be used in carrying this project forward. 

Have an oral lesson in which the garden plan is dis- 
cussed; then let each pupil, or the class, carry out what- 
ever practicable plan is made. 

Seat Work. Follow the suggestions given in Exercises 
97 and 98. 

GENERAL STUDY TEN— GENERAL REVIEW 

Some time in April, right after the time usually 
given for spring vacation, the roundup reviews in Correct 
Usage, Enunciation, Punctuation, and Letter Forms, and 
other mechanical phases of language should be given. 
About three weeks ma}^ well be devoted to these reviews. 

The drill should be varied and vital. The tongue- 
training exercises and finger practice, may be given in 
the form of language games and ^'language matches," 
similar to the old ''spelling match," as well as in lively 
direct drills, written work, and other devices. 



FOURTH GRADE LANGUAGE 



103 



Correct-Usage Language Matches 

The class may have the blackboard divided into as 
many parts as there are rows of pupils in the room. At 
the top of each division the teacher may write some 
troublesome form. The pupils at a given signal, may 
then run hghtly to the board, one from each row at a 
time, beginning with the pupil in the farthest seat. Each 
must write a sentence using the given form correctly. 
The row that finishes first wins. 

The result, for illustration, may look somewhat like 
the following: 

Forms to be used: threw, knew, blew, grew, drew 



He threw the ball. 
She knew me. 
The wind blew 

hard. 
It grew fast. 
He drew a picture. 



The boy threw a stone. 
He knew his lesson. 
It blew down trees. 
It grew by the brook. 
She drew a tree. 



I threw the ball. 
John knew the 

captain. 
My hat blew 

away. 
The rose grew 

rapidly. 
I drew a house. 



Another kind of ''language match" may be had by 
letting the pupils work individually. Give certain tables 
and time the work. The one who finishes all correctly 
first, wins. 

Drills like the foregoing can be worked out with each 
of the language tables given on pages 69, 70. 

Practice also in writing letter forms should be given, 
especially in writing dates and addresses. 

Review of the rules involved should be given with the 
drill. 



I04 LIVE LANGUAGE LESSONS 

Application of the drill to the pupil's daily language 
needs should also be made. 

Focus the drills also on the "trouble spots." Thus 
threw, and has thrown are the forms of the verb throw, 
on which drill is most needed. The form throw is seldom 
if ever, misused. Likewise doesn't, not don't, and were, 
not was, should receive major attention, since don't and 
was are the over used forms. As a prominent superin- 
tendent used to put it, teachers should learn to *' grease 
the squeak." This practical suggestion applies not only 
in spelling, but in language and in all other subjects. 

Punctuation Practice 

The effort here should be to train the fingers. As in 
dealing with Correct Usage, the drills in punctuation 
may be given in the form of games if desired. There are 
several ways of doing this. 

The blackboard may be divided into as many parts 
as there are rows or, if the class is small, each pupil may 
have a section of the board. A rule of punctuation may 
be given; as. The use of the comma in a series. The 
pupils in each row, beginning with the one farthest from 
the board, run lightly to the board and write a sentence 
illustrative of the rule. The row first completing the 
work wins. 

Another game may be played by choosing sides and 
pairing the pupils. One pupil writes a sentence without 
capitals or punctuation marks; his partner suppKes 
these. The errors made are counted against the side 
making them. The one writing the sentence must be 



FOURTH GRADE LANGUAGE 



105 



prepared to punctuate his own sentence and give the rule, 
or the failure will count one against his side. 

Still another way to give good punctuation practice is 
to have each pupil of one grade write a correctly punctu- 
ated sentence on the board. His partner reads the 
sentence giving orally the rules governing the punctua- 
tion. For example: 

1. We had candy, nuts, oranges, apples, and ice cream. 
Rules: Words in a series should be separated from each 

other by commas. Close every statement with a period. 

2. Mary, where are you? 

Rules: Words used in address are set off by commas. 
Close every question with a question mark. 

3. I don't want to go. 

Rule: Place an apostrophe in contractions. 

Enunciation Exercises 

The words given in Exercise 103 may be organized 
into Tongue-Training Tables, as suggested on page 71. 
Aim in drilling to overcome certain bad habits by fixing 
better ones. For illustration: 

To Overcome "Jaw Laziness" 



just can get catch shut gather 
cow now plow how corn farm 


together 
storm 




To Cultivate "Right Resonance" 




reading 
skipping 


writing spelling running 
eating throwing jumping 

To Train the Tongue 


playing 
seeing 


swept 
hit 


wept kept slept 
pit little brittle 


slit 
kettle 



io6 



LIVE LANGUAGE LESSONS 



To Overcome "Lip Laziness" 

white whip when whittle which 

whether feather hp flip trip 

To Check the **Hurry Habit" 

geography history give me bakery handkerchief 

arithmetic hbrary let me grocery pumpkin 

GENERAL STUDY ELEVEN— MA YTIME 



This final study opens the way for a language romp 
with ^' Gypsy May.'' In this blossoming month of the 
year, nature is most inviting. Many of the lessons may 
be given out of doors, if desired. After a May walk, the 
pupils will be eager to talk on the various topics sug- 
gested. 

A rich variety of exercises for oral and written work 
is to be found in the following program : 



For the Recitation 
Talking about merry May. 
Oral and written sketches as 

suggested by topics in 

Exercise 105. 
Mothers' Day letters. 
Flower-language games. 

Apple blossoms. 
Writing flower songs. 
Creating a flower play. 



For Seat Work 

During this period a May- 
time booklet should be 
produced, containing: 

The flower collection. 

Pictures of Maytime. 

Mothers' Day poems and 
sentiments. 

Flower poems. 

Little stories of May walks. 

Other Maytime suggestions. 



The following little flower play shows what may be 
produced by fourth grade pupils working freely under 



FOURTH GRADE LANGUAGE 107 

the lead of a teacher who catches the spirit of live 
language work. 

THE FLOWER FESTIVAL 

Flower Fairies: Flowers: 

First Fairy — Esther Daisy — Ethel 

Second Fairy — Marian Rose — Hugh 

Dandelion — Sara 
Tulip — Nathan 
Apple Blossoms — Lucian 
Violet— YioXet 
Flower Enemies: Lilac — Elizabeth 

Spider — Joe Lily — Max 

Rabbit — Dale Forget-me-not — Dorothy 

v4«/— Mildred Daffodil— Robert 

First Flower Fairy: 

I am a fairy, I come in the spring. 
I come to hear the little birds sing. 
I like to see the flowers, too, 
Up as high as your head 
Or as low as your shoe. 
When Merry May goes away 
There's no use for me to stay. 

Second Fairy: 

I am a flower fairy. 

I am always so merry. 

I take care of the flowers so bright 

And sleep with them till morning light. 

I come in the spring. 

In the winter I hide, 

For in winter the flowers do not stay, 

But I'm here with you to-day. 

The rose I love so well, 

And another is the bluebell. 

They are so sweet 

And very neat. 

We love the flowers of May 

That are here to day. 



io8 LIVE LANGUAGE LESSONS 

First Fairy {urging flowers to choose the May Queen): 
The birds are singing, 
The bells are ringing, 
The children are saying, 
"In May we go playing." 
Well, my dears, what have you to say? 
Have you something to tell this happy day? 
You have permission to choose your queen, 
On the bright grass of lovely green. 



Daisy: 



Rose: 



I am a little daisy 
So innocent and pure; 
The perfume I give is hazy 
But yet enough to lure. 

The roses are all in bloom. 

Their colors are pink and red. 

I don't think there's enough room for them to bloom, 

For that's what the children said. 



The beautiful red roses 

They bloom in the fall. 

And at night they close. 

They're always climbing over the wall. 

Dandelion: 

I am a dandelion so gay. 

I bloom in the merry month of May. 

I hold lots of light, 

And make people bright. 

In my center I am gold. 
Some people think me very bold. 
I grow in the day time. 
I am very neat and fine. 

Tulip: 

The tulips are red and yellow, 
Colors bright to please the eye; 
For so long there were no flowers, 
But the snowflakes in the sky. 

Tulips red and tulips yellow, 
Coming in the early spring, 
Snowflakes are no longer with us. 
How the birds begin to sing! 



FOURTH GRADE LANGUAGE 109 

Apple Blossoms: 

The apple blossoms are in bloom, 
And the pink buds are falling. 
When the apple blossoms are in bloom 
"Apples are coming," they're calling. 



Violet: 



Lilac: 



I am the little violet with eyes so very blue 

Who brings to you this day my message of love so true. 

My home is in the woodlands and in the meadows fair; 

But if I weren't so ver3^ very modest 

I would be found most everywhere. 

Dear little violet with eyes so blue, 

Bringing a message of love so true. 

I am a lilac purple and white, 
I bring to people joy and delight. 
I grow on a bush that is quite tall, 
And I am a flower very small. 
I live in a garden with other flowers 
And there I sit many hours. 



Lily: 



The lily is a dear, little flower, 
Its petals look like bells. 
It tries to ring them every hour 
But it cannot ring the bells. 

Forget-me-not: 

I am a dear little forget-me-not, 

I grow in the summer when it is hot. 

I am not very tall, 

Nor yet very small. 

My color is blue 

And that means that I am true. 

I bloom in the spring 

When the birds begin to sing, 

And I die in the fall 

When Jack Frost kills us all. 

Daffodils: 

I am a little daffy-down-dilly, 
The little boy calls me his pretty lily. 
I have a pretty long stem of green. 
But I choose violet for my queen. 



no LIVE LANGUAGE LESSONS 

Second Fairy: 

But have you flowers no enemies 
No enemies at all? 
You answer, "The Spider's web is 
By the garden wall." 

Spider: 

I live in a cobweb that is so round, 
I make a squeaky little sound. 
I set the petals of the flowers so red 
And spin my house with a thin thread. 

Rabbit: 

I'm a little Bunny Rabbit. 

I am so fond of running all around, 

I have a habit 

Of getting turnips from the farmer's ground. 



Ant: 



I'm a very busy little ant, 
I work long, tiresome hours, 
I'm very fond ot the honey 
That I find inside the flowers. 

That's why I'm called their enemy. 
But I do not mean to be. 
I'm simply fond of sweet things 
Like my friend the busy bee. 



Lilac: 



I think I like the daisy best, 
But let us vote or have a test. 
Perhaps you like some flower better 
We will write the queen a letter. 

Rabbit: 

While we are gathered in this section 
We vi\\\ have a grand election. 
The queen will be declared in blossom gay 
On this bright, beautiful, happy day. 
(Vote is taken. Violet is chosen.) 

Daffodil: 

We have chosen the violet Queen of the May, 
She is decked in blossoms purple and gay. 



FOURTH GRADE LANGUAGE m 

Lilac: 

Hail to the violet. Queen of the May 
She is crowned by us to-day. 

The foregoing play suggests some of the possibilities 
of creative work even in the primary grades. Such 
motivated lessons are rich in their language returns. Not 
only do they stimulate the spirit of authorship; but they 
give excellent opportunity for more formal lessons in 
vocabulary work, punctuation, correct usage, and 
spelling. 

The pupils should leave the fourth grade with the 
simpler forms of speech and writing on their tongues and 
in their fingers. They should have acquired some love 
for Hterature and some appreciation of their own 
thoughts and experiences. Best of all, they should 
gain from the study of their first language book a lasting 
love for the work. 



FIFTH GRADE LANGUAGE 

Live Language Lessons — Second Book, Part One* 
General Outline 

In this grade the Hnes of work given in the fourth 
grade are carried forward with the following objectives 
in view: 

1. A little firmer holding for accuracy of form, not, how- 
ever, at the expense of fluency and originality. 

2. Some increase in written work, but with the oral work 
still receiving the greater emphasis. 

3. More definite attention to paragraph building. 

4. Teaching of other Correct-Usage Tables, with review 
drills on those already given in the fourth grade. 

5. More Exercises in Enunciation and in Punctuation 
Practice. 

The following outline gives the general plan of pro- 
cedure for the fifth grade : 

I. Expression Studies II. Skill-Building Exercises 

I. The World's Workers 

Talks about workers. Vocabulary building. 

Boy and girl workers. Study of paragraphs. 

Letter writing on work. Correct-usage drills. 

*Also Elementary Book, Part Two. 



FIFTH GRADE LANGUAGE 113 

2. Indian Life 
Talks about Indians. Capital letter lessons. 

Writing Indians stories. Correct-usage drills. 

Dramatizing Indian stories. Punctuation reviews. 

3. Thanksgiving 
Thanksgiving plays. Vocabulary building. 

Tales of Thanskgiving feast. Correct-usage drills. 
Writing invitations. Punctuation practice. 

4. Christmas Stories 

Christmas stories. Writing conversation. 

Paragraph pictures. Enunciation exercises. 

Christmas rhymes. Correct-usage drills. 

5. Our Animal Friends 

Animal intelligence. Correct-usage drills. 

Making animal books. Enunciation exercises. 

Talks on care of animals. Reviews on punctuation. 

6. Brave Boys and Girls 

Everyday heroism. Contractions and quotations. 

Letters from boys and girls. Paragraph studies. 
Our country's heroes. Enunciation exercises. 

7. Spring Work and Spring Play 
Talks about spring work. Vocabulary building. 

Debates on practical topics Correct-usage drills. 
Business letter writing. Punctuation practice. 

Funny stories and rhymes. Tongue training. 

8. Bird Life 
Stories about birds. Writing paragraphs about 

birds. 
Talks on protecting birds. Vocabulary study. 

Bird letters and diaries. Practice on letter forms. 

Writing bird poems. Enunciation exercises. 



114 LIVE LANGUAGE LESSONS 

9. Reviews 

Paragraph building. Correct usage. 

Letter writing. Tongue training. 

Verse making. Punctuation practice. 

10. Spring Sports 

Talks about games. Overcoming slang habits. 

Boys and girls that win. Vocabulary building. 

Study of poem. Tongue-training drills. 

Correct-Usage Tables for Fifth Grade 

Continuing the drills on the ''multiplication table of 
language," the fifth grade plan provides: 

1. Systematic reviews of the correct-usage tables given in 
the fourth grade. (See pages 69, 70). 

2. Teaching, with drill exercises, the following additional 
tables: 

I. Correct Usage — Grammar 

Table 6. Transitive and Intransitive Forms 

Lie, lay; sit, set; rise, raise. 
Table 7. Troublesome Principal Parts 

Ate, eaten; took, taken; broke, broken; wrote, written; 
bit, bitten; fell, fallen; stole, stolen; drive, driven; rode, 
ridden; chose, chosen; gave, given; froze, frozen. 
Table 8. Needless Words. 

John he, have got, this here, that there, hadn't ought. 
Drill against these trouble-makers by using such sen- 
tences as: 

The man was lame. That is his knife. 

The general was killed. That is my book. 

Have you a knife? Has he a dog? 

I have a pony. You shouldn't go. 

This is my hat. You should not do it. 



FIFTH GRADE LANGUAGE 115 

The course as planned will fill the school year. If it is 
found necessary in ungraded and shorter-term schools to 
shorten the course, the following exercises may best be 
omitted: 7, 11, 13, 17, 21, 24, 32, 35, 37, 54, 73, 74, 87, 
and 99. 

The composition studies, or projects, may be readily 
correlated with nature study, literature, geography, 
history, and industrial and social studies. 

The best results will come from following the plan of 
the book, not slavishly, but somewhat faithfully. 

II. Punctuation and Capitalization 

Review practice on all the rules for use of capitals and 
punctuation marks previously taught, is systematically 
given. 

In addition to this, the fifth grade is also taught : 

1. The use of capitals in writing titles. 

2. The use of the comma with appositives. 

3. The divided quotation. 

4. How to build paragraphs. 

5. How to write invitations. 

6. How to write business letters. 

7. How to keep a diary. 

III. Enunciation Exercises 

1 . Overcoming " jaw laziness " : for, or, and, was, because, 
what, always. 

2. Overcoming "tongue tightness": throw, three, thick, 
this, swept, wept, kept. 

3. Overcoming ''faulty resonance": singing, ringing, 
bringing, sparkling. 



ii6 LIVE LANGUAGE LESSONS 

4. Overcoming *'lip laziness": when, whip, which, where, 
whistle. 

5. Overcoming " the hurry habit " : Did you? could you? 
would you? let me, give me, see them, grocery, bakery, 
yesterday, quiet. 

These exercises should be increased by adding other 
similar words illustrative of the various faults named. 

GENERAL STUDY ONE— THE WORLD'S 
WORKERS 

This study, carried out in the right spirit, will give: 

1. An appreciation of honest work. 

2. Opportunity for pupils to discuss their own work 
problems. 

3. Motivated practice in the use of certain forms of 
speech. 

A program of practical lessons, enough to fill four 
weeks with profitable work, is planned. 

In preparation for this study, let the pupils join with 
the teacher in gathering stories and pictures about the 
world's workers. 

Lesson i. Talks about Workers and Their Work 

The opening paragraph and the stanza from ''The 
Village Blacksmith," perhaps the whole poem, may be 
read to open up this study. Pupils, led by the suggestions 
therein, will be ready to tell of their experiences in 
watching various workers. 

Seat Work. Use the vocabulary work in Exercise 2. 
The blanks may be filled with words from the list or with 



FIFTH GR.^DE LANGUAGE 117 

other suitable words of the pupils' own choosing. 
Individuality should be tactfully encouraged. 

Lesson 2. Poet Pictures of Workers 

Language and literature here are blended. Study 
^^ Tubal Cain," ''The Village Blacksmith," ^'The Fisher- 
man," ''The Song of Steam," ''Little Brown Hands," 
and other poems you may find dealing with the world's 
workers. 

Seat Work. The pupils may make a word blacksmith 
shop or other work shop by drawing a sketch of such a 
place and filling it with names of fixtures and tools; as, 
anvil, forge, sledge. 

Lesson 3. Stories of Workers 

In "Luke Varnum" is a choice lesson on practical 
patriotism. By using the questions that follow it, and 
by giving others, lead the pupils to read and talk about 
the story. 

Seat Work. The pupils may find and read other stories 
of young workers suggested. 

Lesson 4. Telling and Playing Stories 

Let the various stories found by the pupils be retold 
and some perhaps acted. 

Seat Work. The Mounting of Pictures. 

Let the pupils each make a display of the pictures 
showing some interesting process of work; as, raising 
cotton; growing wheat; making hay; making candy. 
The pictures procured may be mounted on large card- 
boards about one and a half feet by two feet, and hung 



ii8 LIVE LANGUAGE LESSONS 

about the room while the study goes on. Encourage each 
pupil to take some original subject. The pupils may be 
mutually helpful by arranging an exchange of pictures. 

Lesson 5. Paragraph Studies 
The paragraph is here formally introduced. Pupils 
will, no doubt, have recognized the paragraph before; 
but now its meaning should be made clear by direct 
study. From here on through the fifth and sixth grades, 
attention will be given constantly to the building of 
paragraphs. 

Seat Work. A study of paragraphs as found in ''Luke 
Varnum" or in some story in the readers, may be given. 

Lesson 6. Choosing a Subject to Talk About 
This lesson begins with the question, "Which occupa- 
tion do you wish to follow?" Why? Let each pupil be 
led to reveal his interests, then guided in selecting an 
occupation on which he can develop his talk. 

Seat Work. A spelling lesson on the names of various 
common occupations may be studied. For example: 

carpenter plumber farmer 

blacksmith electrician gardener 

mason janitor teamster 

The pupil may make his own list and, if desired, 
illustrate by drawing simple pictures of the workmen at 
their work. 



FIFTH GRADE LANG UAGE 119 

Lesson 7. Planning the Talks 

A beginning lesson in the simple outlining of subjects 
is given here. After helping each pupil to plan his httle 
talk, let him, during Seat Work, write an outhne of it. 

Lesson 8. A Play for Young Workers 
Several periods may be given here to working out the 
exercises suggested: 

1. Written paragraph pictures of various workers. 

2. Verses to suggest the spirit of the workers. 

The planning of a little ''Labor Day" play will add 
zest to this work. 

The following are some rhymes created under the 
stimulus of this exercise by fifth grade pupils : 

"Ric-a-tac, ric-a-tac, ric-a-tac-too ! 

Hear the sound of the hammer upon the horseshoe." 

''Cling, clang, the anvil rings 
While merrily the blacksmith sings." 

The sketches and poems with readings and songs will 
make a dehghtful program to round out this first part of 
the general study. 

Lessons 9 to 15. Boy and Girl Workers — Lessons on 

Thrift 

In this part of the general study the aim is to help the 
pupils directly to get into right habits of work and 
thrift. 

The lessons offered deal with vital topics; as, "Earning 
my First Money," "Work for Boys and Girls," "Help- 
ing in the Home." Added to these may be Lessons in 



I20 LIVE LANGUAGE LESSONS 

Thrift and other worth-while topics; as, *' Holding Down 
the Candy Habit/^ ''How I Saved for a Rainy Day," 
" Peter Penniless and Willie Wise, " " Mending Holes in 
My Money Pocket," "Wise Ways to Use Money." 
The subjects are rich in suggestion. Excellent oral and 
written exercises should result fiom following the 
directions given in the text. 

Seat Work. A thrift booklet may be made. Here 
language and arithmetic blend well. In the book may be 
"Rules for Young Workers," "Thrift Maxims," and 
account sheets for records of savings. 

During the last week Exercises 12, 13, and 14 should 
be studied. The drill exercises provided may be increased 
if necessary. Work for the fixing of the right habits in 
tongue and fingers by driving at the trouble-makers, 
especially lie, sit, rise. Other tongue-training exercises 
may be added to those in the text by having pupils ask 
and answer questions; as, 
When did the sun rise? It rose at six. 

Where did you sit during the 

play? I sat in the gallery. 

Won't you lie down a while? I have lain for an hour. 

Or, have each pupil weave into sentences these trouble- 
some forms, thus : I rose at seven, sat by the fire studying 
for half an hour, then lay down again. 

Or, have the class choose sides and pair the pupils on 
opposite sides. Those on one side may write on slips of 
paper a sentence with blanks calling for the use of forms 
of lie, sit, rise, or other troublesome verbs. The slips 
may be passed to the pupils on the opposite side who fill 
the blanks and read aloud the completed sentences. 



FIFTH GRADE LANGUAGE 121 

Many other ways by which the drills may be varied 
will quickly suggest themselves to the wide-awake 
teacher. 



GENERAL STUDY TWO— INDIAN LIFE 

Every boy and girl loves the out-of-doors. Tales of 
the Indian, who is a child of the woods, the plains and 
the forest, hold a charm for pupils of all ages. 

This study aims, first of all, to give pupils a better 
view of the true heart of the Redman. It offers oppor- 
tunity for a study of these first Americans wherein the 
'Mime novel Injun stories" portrayed in unworthy 
books and unworthy ''movies," will be displaced by 
tales that measure up to truth and thrill with the romance 
of reahty. 

A varied program of talks, stories, plays, and sketches 
of Indian life, with correlated exercises in vocabulary 
building, correct usage, and punctuation practice, is 
provided for a month of work as follows: 

First Week; Talks and Stories about Indians. 
Second Week: Making an Indian Booklet. 
Third Week: Plays and Sketches of Indian Life. 
Fourth Week: Review and New Drills for Tongue and 
Fingers. 

In beginning this Indian study it will be well first to 
gather as many Indian story books, Indian pictures, and 
Indian relics as can be found and brought to the school. 

This activity will be stimulus enough to prepare the 
pupils for the work. 



LIVE LANGUAGE LESSONS 



Lesson i. Talks about the Indians 

Following the suggestions of Exercise 15, make this 
an interesting lesson of discovery to learn first of the 
pupils' direct experiences with Indians and their indirect 
knowledge of the Indian as gained through books and 
other people. 

Seat Work. Let the pupils read the Indian stories 
suggested, or other worthy ones they can get. 

Lesson 2. An Indian Story Hour 

Each pupil should be able from his reading to partici- 
pate in this socialized recitation. Several of the tales 
suggested may be told, perhaps one or more of them 
played. The names of famous Indian men and women 
suggested should bring up many choice stories. 

Lesson 3. The Indians and the Pioneers 

Let the pupils read and enjoy the story "Lured from 
His Home by the Indians." Or, they may now have the 
privilege of reading the full story in ''The White Indian 
Boy." 

Following the questions at the close of the story, they 
may be led to talk about the boy who was lured from 
home, and to give their own ideas of what might happen 
to him. 

Seat Work. Begin the work on The Indian Story 
Booklet. This should be a class booklet to which every 
pupil contributes something; as. An Original Indian 
Story, Indian Pictures, Sketches of Indians, Indian 
Words, or a story from book sources retold. Several 
study periods will be necessary to complete this booklet. 



FIFTH GRADE LANGUAGE 123 

Lesson 4. A Lesson on Capital Letters 

Follow the suggestions in the text for this exercise. 

Lesson 5. Dramatizing Stories from Hiawatha 

This poem by Longfellow offers opportunity for 
excellent work in literature and language. The selections 
named from it make a rather complete presentation of 
the main story. If the class is large, the pupils may be 
divided into groups, each group presenting one of the 
five stories. 

Seat Work. Complete the Indian booklet. 

Lesson 6. Paragraph Pictures 

In this vocabulary exercise, the pupils may be allowed 
to find suitable words besides those given, if they need to 
do so to make some pictures they have in mind. 

Seat Work. Continue the vocabulary building by 
following the directions under Exercise 24. 

Lesson 7. Indian Sketches or a Play on Indian Life 

Exercise 23 can be worked out as a series of little talks, 
each pupil outlining and presenting his selected topic. 
Or the interesting ways of the Indians may be presented 
through acting and talking in the form of a little Indian 
play. This latter plan was followed by one fifth grade 
with excellent results. 

The boys were the warriors. They chose their chief, 
their medicine men, their arrow makers. The girls were 
the squaws. They tended the papooses, cooked the 
food, tanned buckskins, made moccasins, wove baskets, 
and did other kinds of Indian work. 



124 



LIVE LANGUAGE LESSONS 




The little play began with a wild war song, composed 
by the class and sung by the boys. One stanza of it ran 
thus: 

"Ki-yi! ki-yi! We are Indians bold! 
We hunt the hills for grizzly bear! 
We chase the wolf into his lair! 
We kill our foes and lift their hair! 
Ki-yi! ki-yi! We are warriors bold ! " 
After the singing the chief gave directions to his 
scouts, to his hunters, and to others; then the boys went 
out. 



FIFTH GRADE LANGUAGE 



125 



When they had gone the little squaw mothers first 
soothed their papooses to sleep with the following lullaby, 
composed, both words and music, by the class: 

THE PAPOOSE LULLABY 




F^ 


r^ 


=sHH 


J. J J 1 


J J J 1 


F^ 


=d=^ 


^ 


mo- 


^rmas^ 


_= ?? — ■ — 


_j? M — .J — 

Sun^s in f'h^ 


.., 


To 

— -r 




rf~r r 


If ^ ^ 


=p=^^ — t 


-r ^ ' \ 



, i J J l j J J J J 







126 LIVE LANGUAGE LESSONS 

The babies are put to sleep. Then the squaws go on 
with their various kinds of work, chatting about various 
things they are doing and showing their work one to 
another. 

A wild war whoop changes the scene, as the victorious 
warriors and hunters return. When all are assembled, 
the chief has various ones tell of their adventures. A 
feast follows, then a dance, during which the opening 
song is repeated, concludes the play. 

Lessons 8 to 12 should be given to reviewing the 
Correct-Usage Tables found in Exercises 26 and 27, and 
the punctuation practice in Exercise 25 and Section III, 
Exercise 27. These exercises will make enough good 
lessons to round out the month. Perhaps as a close the 
Indian play can be given out-of-doors during Indian 
Summer time. 

GENERAL STUDY THREE— THANKSGIVING 

Opportunity is here given to correlate language with 
both history and geography. The books suggested in 
Exercise 29, and other good ones on the Pilgrims should 
be procured for the class library if possible. Pictures and 
decorations to give atmosphere to the work should also 
be placed in the schoolroom. 

The program is planned to fill the time between 
Hallowe'en and Thanksgiving. 



FIFTH GRADE LANGUAGE 127 

Lesson i. The Spirit and Story of Thanksgiving 

The poem and the Bibhcal quotations, with others hke 
them, should be read and the pupils led to express their 
own Thanksgiving thought. 

Seat Work. The pupils may write sentiments in prose 
or in verse expressive of the spirit of the holiday, or 
memorize such choice selections as they may find. 

The following stanza from a fifth grade pupil expresses 
the real boy: 

"Oh good old Thanksgiving Day! 

My, how I wish it would stay! 
Turkeys, apples, and pumpkin pie, 

I am always sad when it passes by! 
I wish it would come here 

Five or six times every year." 

Lesson 2. Remembering the Pilgrims 

Several periods will be needed for this lesson. 

First, have a Pilgrim Story Hour, in which the pupils 
may tell tales they have read of the Pilgrims. 

Second, work out a dramatization of "The Christmas 
Candle," or of some other good Pilgrim story as sug- 
gested by the outline given. 

While this work is proceeding, the study periods may 
be given to art and handwork for the designing of cos- 
tumes and scenery for the play, or to library reading of 
stories about the Pilgrims and Thanksgiving time. 

Lesson 3. The Thanksgiving Dinner 

In this study, opportunity is given for the following 
types of lessons: (i) Vocabulary building; (2) SpeUing 



128 LIVE LANGUAGE LESSONS 

work on commonly used words; (3) Enunciation prac- 
tice; (4) Writing of little language-geography stories 
using the model on pages 39, 40, and 41 (text) as a 
stimulus and guide. 

Lesson 4. Creating Thanksgiving Plays 

In this lesson there is opportunity for fun as well as 
for good language practice. The class may be divided, if 
large, into four divisions, and each group may be given 
one of the plays suggested to work out. If the class is 
small, let one of the plays be chosen and developed. 

Lesson 5. Writing Invitations 

In this motivated written exercise, both types of 
invitation may be studied; but the practice should be 
mainly given to the informal type. Various occasions 
in connection with school work call for the informal 
invitation. The pupils should be given the practice of 
writing these invitations, whenever opportunity arises; 
as for parent-teachers' meetings and school programs of 
various kinds. 

Let the invitations be kept simple in style and form as 
shown in the text. 

Work for ease, grace, and neatness. 

Lesson 6. Words to Express Appreciation 

Opportunity is here given for a much needed lesson 
in cultural expression as well as for a lesson aimed at 
supplanting such slang expressions as ''a dandy time," 
''fine and dandy," "a, swell dinner." 

Seat Work. Have the pupils use in other sentences 
the words given in Exercise 34. 



FIFTH GRADE LANGUAGE 



129 



Lesson 7. Troublesome Word Forms 

In this exercise special attention is given to the over- 
coming of the following ten most troublesome types of 
speech : 

"Aint," ''have got," "You (we, they) was," "He give 
it," "Can I go?" "He come yesterday," "them apples," 
"It's me (him, her, us, them)," "Him and me went," and 
"hadn't ought." 

The reviews and new drills on these forms may be 
increased if necessary. Pupils should also be stimulated 
to self-effort in overcoming such blunders. During the 
study period let each pupil make a Correct-Usage 
Booklet in which drill sentences of his own gathering and 
making are written in the order of the tables already 
suggested on pages 69, 70. He may include in this book- 
let also "spelling demons," and "enunciation exercises," 
in which the forms that trouble him are placed for his 
individual help. 

For illustration: 










I30 LIVE LANGUAGE LESSONS 

GENERAL STUDY FOUR— CHRISTMAS 
STORIES 

The central aim of this work is to promote, through 
language expression, the proper observance of Christmas. 

In preparation for the study, let the classroom Hbrary 
be enriched by adding Christmas books and magazines 
that contain helpful materials. Let the pupils help in 
gathering pictures and other decorations for the room. 

In carrying out the study, opportunity is offered for: 

1. Christmas Story Hours. During these, the stories 
given in the text and other good ones, may be retold or acted. 
The choice poems and stories suggested for previous grades 
may also be re-enjoyed. 

2. Creating a Christmas Booklet. This may contain 
original stories for Christmas time, also poems by the pupils. 
It should be illustrated with drawings or pictures. Excellent 
motivation for this work will be found in having the pupils 
make the booklet to give as a Christmas present to some 
needy little boy or girl they know. 

3. Correct-Usage Studies. These exercises, including 
paragraphing, the writing of conversations, and tongue 
training on trouble-makers, should be connected closely with 
the constructive work suggested under i and 2. 

In the foregoing program there is work enough to fill 
interestingly the time between Thanksgiving and 
Christmas. 

The following poems, produced by fifth grade pupils, 
suggest the spirit with which the study may be worked 
out when the class is properly taught. 



FIFTH GRADE LANGUAGE 131 

KRIS KRINGLE 

The night before Christmas I hung up my stocking, 

I stayed awake in bed, and suddenly I heard a knocking. 
The next thing I heard was some one talking. 

It was jolly old Kris Kringle, 

Who had landed on the roof with a jingle. 
He lifted his bag and gave a big jump 

And down the chimney he came with a bump. 
I heard him land and hopped out of bed 

And to myself I said, 

"Has he brought me a sled?" 

— Calvert Stevenson. 



SAXTA IS CAUGHT 

Harry and Tommy once set a trap 

To catch Santa Claus, the jolly old chap. 

"We'll hide," they said, "behind this case; 
And if he sees us, for the stairs we'll race." 

All of a sudden they heard a noise 

Like the jingling of some toys. 
They looked and then one said to the other, 

"It is only father and mother." 

So that was how they found out 

There is no Santa roaming about. 
Then they crept back to their snug little bed 

And the next morning each got a new sled. 

— Eugene Middleton. 

These poems, with others of hke spirit, were produced 
by following out the suggestions in Exercise 41. Four 
main steps w^ere taken to get these results : 

1. The pupils were led to talk freely about their Christmas 
fun. 

2. Opportunity was given during the study period for the 
pupils to follow the lead of the suggestive lines in Exercise 41, 
or to take their own lead in producing a rhyme. 

3. The poems of the class were read during the succeeding 



132 LIVE LANGUAGE LESSONS 

recitation. Suggestions were made by the pupils for bettering 
the poems and errors in form were corrected by the teacher. 
4. The poems were then rewritten. 

Two recitations and two study periods were given to 
the exercise. Every pupil produced a rhyme of some sort 
and many were as clever as those given. 

Blending Constructive and Corrective Work 

In Exercises 42 and 43, definite suggestions are given 
showing how the corrective work can and should be 
connected with the constructive lessons. The wide-awake 
teacher will watch constantly to discover the needs of 
the pupils in speech and in written forms and will direct 
the drills accordingly. 

The Habit-Fixing Review Drills need not, however, be 
so directed. Exercises, such as those suggested on 
page 62 (text), may be given to train the pupil on the 
Correct-Usage Tables. 

A new table is taught in Exercises 44 and 45. This 
lesson on Needless Words is one of the most important 
in language. Let the lesson be fixed by repeated drills to 
help the pupils to overcome the ^' John he," ''this here," 
and "have got" habits. 

Observe that the meaning and use of the paragraph is 
constantly reviewed in the various fifth grade studies. 
Teachers need not teach the paragraph formally, but 
they should keep the idea before the pupils, and help 
them gradually to express themselves in paragraph 
form. 

Keep this thought foremost: Thoughts are most easily 
carried, if they are kept in packages. Express clearly one 



FIFTH GRADE LANGUAGE 133 

thought at a time, by building clear sentences. Make 
one point at a time, by arranging the sentences in 
paragraphs. 

The directing of the pupils, attention to the para- 
graphs in the well constructed stories they read will help 
to cultivate the paragraph habit. Better still is guiding 
them to build well unified paragraphs of their own. 

GENERAL STUDY FIVE— OUR ANIMAL 
FRIENDS 

This study provides practical nature study through 
motivated language expression. Carried out properly, 
it will bring at least two worth-while results: 

1. An appreciation of our animal friends. 

2. Good practice in oral and in written language. 

Indirectly the study will teach thrift and cultivate a 
humane spirit. 

To prepare for the study, let the pupils gather the best 
books, magazine sketches, and stories of animals they 
can get for the class library. Such volumes as the follow- 
ing will prove very helpful here : 

" Cat Stories " and " Dog Stories," retold from St. Nicholas. 
''The Call of the Wild," Jack London. 
"Black Beauty," Anna Sewell. 
"Beautiful Joe," Marshall Saunders. 

The schoolroom may be decorated with animal 
pictures. Such classics as ''Can't You Talk," ''The 
Horse Fair," and others in w.hich animals are well por- 
trayed, will prove excellent for the purpose. 



134 LIVE LANGUAGE LESSONS 

Four weeks may be given to this study, as follows : 

First Week. Telling and writing animal stories. 
Second Week. Reading and telling stories about animals. 
Third Week. Practical talks on the care of animals. 
Fourth Week. Correct-usage tables and drills. 

The following original stories about animals produced 
by fifth grade pupils, show what results can be obtained 
when this study is carried out properly: 

TRICKSEY 

Tricksey was a little dog. They named him "Tricksey," because he 
was so full of tricks. I liked him because he would do anything his 
master asked him to. 

When he would say, ''Your foot is awfully sore" and would wrap it 
up with a rag "Tricksey" would limp all around holding up his foot. 
And when he would say, "Now your foot is better," he would get up and 
run around the room as lively as ever. — Alice Brtmeau. 

SNOWBALL 

Snowball, is the name of our Spitz dog. He has long waving hair, 
bright blue eyes, and a long tail that curls up over his back. 

He is a bright dog and knows many tricks. One of his tricks is to 
speak for his food. Every time we go to feed him he stands up and barks. 
Another of his tricks is to play dead. When we say, " dead dog." He will 
lie down and play dead. And when we say, "live dog," He will get up 
and run around. — Calvert Stevenson. 

UNCLE'S ENGLISH TERRIER 
Tige was an English terrier with massive body and muscles of iron. 
When you fed old Tige no other dog could take it away from him, 
but any child could take it right out of his mouth. He would only lick 
their hand. He would never come home from the coal yard with uncle 
without bringing a lump of coal about the size of his head. On the way 
home he would run about a block ahead of uncle. Lay the lump of coal 
down and wait till uncle caught up to him. Then he would run another 
block and stop and repeat the actions. Uncle taught him to swim after 
a ball. 

One day a cedar post came floating down the river. Uncle sent Tige 
after it. Tige willing jump into the river and swam towards the log. 
Upon reaching it he found it three times his one size he gripped it in his 



FIFTH GRADE LANGUAGE 135 

massive jaws and swam towards shore. Upon reaching the shore he 
found it hard to pull the log out of the river. But Tige was always happy 
when he a hard task to do. After about fifteen minutes of hard work he 
successfully dragged it to Uncle's feet. Then he look happily into his 
eyes as if to say "Don't you think I did well?" 

— SilJard Durrant. 

OLD SALLY 

I am a big coal black horse. They always called me Sally. I have a 
star in the middle of my forehead. 

I roamed the desert, I had all the freedom any horse could wish. I 
was the leader of a large band of wild horses. 

]\Iany people tried to catch me. One day some Indians built a corral 
and rounded us up so that we couldn't get away. They began to come 
closer and closer until at last they forced us into the corral. Then they 
starved us for six days. By that time we were so weak we couldn't kick 
or bite them. Then they led us to town and sold us to a big cattle 
company. I have a warrn stable and plenty to eat, but I still yearn tor 
my desert home and freedom. 

— Eugene Middleton. 

BLONDY 
Blondy is a beagle hound. He is white with light brown spots. His 
master has owned him since he was two weeks old. At night he sleeps by 
the door and waits for him to come out in the morning. He pulls his 
master around on his sled in the winter. He loves his master and will 
not let anybody touch him. He also hates cats. When ever he sees one 
he will chase it. One day he saw a big maltese. He started after it, but 
soon stopped. For the cat turned around and scratched his nose. He 
never chases cats any more. That one has taught him a lesson. 

— Will J ex. 

DAD 

Dad was a Scotch collie dog. He was light brown with spots of black 
and white here and there. He did many tricks that were fun to watch. 
We would throw sticks for him to bring back. He would bring them 
back in his mouth sit upon his hind feet, and put his paw up for us to 
shake hands with him. If he could not find the stick he would find 
another. When my brother would go on his pony Dad would jump on 
the pony's back and have a ride too. When we feed him meat, he sits 
upon his hind feet. —Alice Sheets. 

Essentially the same steps as those suggested under 
General Study Four, page ^2, were taken to get the 



136 



LIVE LANGUAGE LESSONS 



foregoing compositions. Every pupil had some worth- 
while animal story to tell. 

The work of the class made a very interesting little 
book of animal stories. 

Correct-Usage Tables. During the fourth week the 
time may well be spent teaching the tables found in 
Exercises 52, 53, and 54. Review the Tables i, 2,3,4, 5, 
here also. (See pages 69, 70.) 

The effort should be directed towards cultivating the 
spirit of self-correction in the pupil. Lead him to build 
up his own correction tables in his Correct-Usage Book. 

Into this book should be written correctly: (i) All 
misspelled words found in his compositions and note- 
books; (2) The grammatical forms that give him most 
trouble; (3) The words that give him trouble to enunciate 
and pronounce correctly; (4) Words to add to his vocabu- 
lary. 






jj^^^Lt/u. 



<*^-^-^^>*4«4 






U^^^ 






^ 



c^^,^ ,<l.£t.t/z. 



.<p<uv-tt^ 



J^r^. 







^-^^vrilyU'. 



GENERAL STUDY SIX— BRAVE BOYS 
AND GIRLS 

The central aim of this study is to make boys and girls 
better Americans. To this end the lessons lead pupils to 



FIFTH GRADE LANGUAGE 137 

discuss vital problems of citizenship that come naturally 
into their daily lives. Language here is brought into an 
effective correlation with civics and history. 

The program, planned to cover three weeks of work 
during February, is given in three main parts: 

1. Stories, oral and written, about brave boys and girls. 

2. Letters of friendship, with reviews on letter forms. 

3. Hero stories from the history of our country. 

In preparing for this work, the pupils, guided by the 
teacher, should enrich the classroom library with helpful 
books and magazines that contain the stories suggested 
and others; and collect suitable pictures and decorations 
that give the room the right atmosphere for the study. 

First Week 

The lessons for this week should be taken from 
Exercises 55 to 59, the central object being to give the 
pupils opportunity to tell and to write choice stories 
about young heroes and heroines, and to give experiences 
showing everyday heroism. 

''A Book of Golden Deeds," to which each pupil 
contributes a choice story, should be created for the 
classroom library. The program for the week in detail 
may be as follows : 

For the Recitation For Seat Work 

Reading and talking about Reading other Httle hero 

''Partners." tales. 

A story hour on young heroes. Reading exercises and plan- 
Telling about everyday ning a Httle talk on some 

heroism. topic it suggests. 

Reading original stories. Writing a hero story. 



138 LIVE LANGUAGE LESSONS 

Study of ''Somebody's Completing ''Book of Gold- 

Mother." en Deeds." 

Memorizing the poem. 

Second Week 

These lessons deal directly with written forms. A 
review is given first on contractions and then on quota- 
tions. Following this is a real letter exercise motivated 
through St. Valentine's Day. 

The reviews on contractions and quotations may 
readily be expanded into work enough to fill three 
recitations and study periods. For the letter writing, two 
recitations and study periods will be needed. 

Let the first day be given to writing the letters with 
pencil. The pupils may give them a chatty spirit by 
using contractions freely; as, 

Dear Tom, 

Don't you wish you were with me? I can't tell you how much fun 
I'm having here in New York. 

We took a trip through Bronx Park ye.sterday. 'Twas ever so 
interesting to see all the animals. There were buffaloes, deer, beaver, 
elephants, lions and tigers. And oh, the monkeysl They're the funniest 
of all. 

The second day may be given to writing the correct 
letters in ink and addressing them for maihng. 

Make these letter-writing lessons an opportunity for 
natural self-expression. The pupils should be led to say 
the things they wish to their friends in a free and sponta- 
neous spirit. Review drills on letter forms may be given 
here, if necessary. 

Third Week 
The third week's work may be given to carrying out 
the following program : 



FIFTH GRADE LANGUAGE 



139 



For Seat Work 

Studying story of Lincoln. 

Reading other hero stories 
suggested. 

Making costumes and scen- 
ery. 

SpelHng studies connected 
with Enunciation Exer- 
cises. 



For the Recitation 

Reading and talking about 

the story of Washington. 
Reading and talking about 

Lincoln. 

Planning to play one of the 
stories. 

Presenting the play. 

Review drills in tongue train- 
ing. 

The enunciation exercises found in Exercises 64 and 65 
give drills on some of the worst of the type sounds that 
trouble the tongue. 

Work here to overcome: (i) Jaw laziness; (2) tongue 
tightness; (3) faulty resonance ; (4) lip laziness; (5) the 
hurry habits. 

Spelling may be correlated here with the exercises, 
since many words are misspelled because of careless and 
improper enunciation. Add other lists of trouble-makers 
to the Correct-Usage Book. For example, 




I40 LIVE LANGUAGE LESSONS 

Make a study of the paragraph structure in the story 
''Partners.'' 

Have the pupils practice writing conversation in their 
stories; as, 

We were out on the playground when I heard someone 
scream. 

''What is the matter?" I asked. 
"Someone seems to be hurt," said Mary. 
We dashed over to the crowd. 

Complete the story. 

Sometimes a picture suggesting a good story may be 
used for the making of imaginary conversation. Such 
pictures may be found in "Kodak shots," on magazine 
covers, and elsewhere. 

GENERAL STUDY SEVEN— SPRING WORK 

This practical language study is adaptable both to 
the country and to the city. Children should be trained 
to take a willing part in keeping their community clean 
and in making it beautiful. 

It is a good thing also for every pupil to learn how to 
"dig a dollar out of the soil." Each should be led to 
appreciate and to cultivate mother earth. This series of 
lessons rightly taught will afford two weeks or more of 
profitable work. It will be helpful here to have pupils 
bring to school at this time seed catalogs, pictures of 
various kinds of poultry, farm bulletins, and magazines. 
These may be used to advantage in the succeeding 
lessons. 



FIFTH GRADE LANGUAGE 141 

For each lesson following, two or more recitation and 
study periods should be given. 

Lesson i. Talks About Spring Duties 
Follow the lead of the topics or use other suggestions 

like them to get the pupils to talk about making their 

community, their classrooms, and their homes clean and 

beautiful. 

Seat Work. Each pupil may work out an artistic 

poster to stimulate interest in the work. 




^ ex 



"^xv^XTvVNx^Coo^WoxX 



Lesson 2. Growing Gardens 

This lesson should lead to the actual growing of 
gardens in connection with the school, or at home. 
Pupils in every school can find a chance to do this 
interesting work. Even in the largest, most crowded 
cities there are vacant spots that may be cultivated or 
windows and roofs on which garden boxes can be set. 
Encourage the garden-growing habit. 

Lesson 3. Making a Garden 

The discussion of the garden plan will fill the recita- 
tion period profitably. 



142 LIVE LANGUAGE LESSONS 

Lesson 4. Raising Chickens 

This discussion may be broadened easily to include 
the raising of pigeons, rabbits, guinea pigs, and other 
animals and birds. 

Seat Work. Have another spelling study on Poultry 
and Farm Animals that pupils may learn these needed 
names. 

Lessons 5, 6, 7. Debates 

This study also may be broadened. An interesting 
little debate should result from discussing the live 
topics suggested. 

Other topics that may stimulate a lively interest and 
profitable discussion for several lessons are the following : 

1. Pets, are they worth keeping? 

2. What might city boys and girls do in a productive way 
to help supply food for their homes? 

3. How will raising a garden help in buying fruits and 
vegetables? 

4. Give a list of practical advice about buying things at 
the grocery. For example : 

(a) Overripe fruit causes illness; watch that you buy no 

such fruit. 

(b) Choose vegetables that have no blight on them. 

5. Why does it pay from the viewpoint of health to have a 
garden? 

Seat Work. The pupils may draw a plan of a chicken 
coop, or bird house, or kennel, or rabbit hutch. Or they 
may make a picture collection of poultry, or of garden 
products. 



FIFTH GRADE LANGUAGE 143 

Lessons 8, 9, 10. Business Letters 

Following the suggestions in Exercise 69. let the pupils 
make this a real bit of business correspondence if possible. 
If not, divide the class into buyers and dealers and carry 
on the correspondence. Several lessons may well be 
given to this business-letter practice. The work can 
readily be correlated with arithmetic to advantage. Let 
the pupils be paired, one making out orders from 
catalogs, which can be easily secured, the other making 
out an invoice of the goods. 

Practice also in the writing of dates, and the addresses 
of friends and business firms. 



GENERAL STUDY EIGHT— SPRINGTIME FUN 

"A little nonsense now and then 
Is relished by the best of men." 

Children need fun, but their fun should be wholesome. 
Their sense of humor should be cultivated. Here is an 
excellent opportunity to direct the spirit of "All Fools' 
Time" to pleasurable education. 

The pupils should help prepare for the fun by collect- 
ing the books and stories suggested, and by gathering 
beforehand good clean jokes, cartoons, and other fun- 
making materials. The schoolroom may be decorated 
with pictures and drawings suitable for the study. 

The following is a suggestive program planned to fill 
about three weeks. 



144 



LIVE LANGUAGE LESSONS 



First Week 



For the Recitaticyn 

Telling funny stories. 
Writing funny stories. 
Practice in writing conversa- 
tion. 
Creating nonsense rhymes. 
Completing nonsense rhymes. 



For Seat Work 
Let pupils plan each to make 
a sunshine book. In it 
may be pasted choice car- 
toons, clean funny stories, 
good riddles, and other 
fun-making materials. 
This will require several 
study periods. 



Second Week 



For the Recitation 
Oral reading of humorous 

stories. 
Reading and reciting poems. 
Playing funny stories. 
Planning a program. 
Presenting the program. 



For Seat Work 

Complete the sunshine book. 

Read humorous stories. 

Learn a choice funny rhyme. 

Make sentences using cor- 
rectly the words in black- 
face type in Exercise 74. 

Find or make other sentences 
using correctly the forms 
given in Exercise 75. 



Third Week 

For a third week of work, if time permits, drill on the 
correct-usage tables given in Exercise 75 and review 
practice in using quotation and other marks. 

Quotations are most frequently employed in story 
telling. The use of conversation enlivens a story and 
keeps it clear. In the telling of most jokes, conversation 
seems absolutely necessary. To study quotation marks 
with these thoughts in view, will make a well motivated 



FIFTH GRADE LANGUAGE 145 

lesson. Let the pupils collect good jokes, and study the 
form in which they are told. Let them also write such 
jokes to put in their Sunshine Books. 

GENERAL STUDY NINE— PART I 
BIRD LIFE 

This language-nature study has an impelling interest 
for most pupils. It offers an excellent chance for creative 
language work in form of bird stories, bird letters, bird 
poems, and bird plays. Through all this work the 
observation of bird ways and the spirit of protecting our 
bird friends may be cultivated. 

The program provided will profitably fill three weeks. 

In preparation for the study pictures of birds, deserted 
nests, and books containing bird stories and bird poems 
should be gathered for the classroom. With these in 
hand the following plan may be carried out with good 
results. Each pupil should produce an excellent Bird 
Book during this study. 

First Week 
For the Recitation For Seat Work 

Study of "Birds of Killing- Reading about birds, 
worth." Spelling lesson on bird 

Talks about worth of birds. names. 

The story of the sea gulls. Writing paragraph telling 

Reading paragraphs. "How Birds Work for Us. " 

Study of Exercise 79. 

Work this out from original ob- 
servation. After correction, have 
it put into finished form for the 
booklet. 



146 LIVE LANGUAGE LESSONS 

Second Week 
For the Recitation For Seat Work 

Talking about bird enemies. Writing paragraphs about 
Reading and talking about bird protectors. 

bird protectors. Beginning bird diary. 

Talking about bird travels. Writing a bird letter. 
Reading bird letters. Completing bird letters for 

Describing different birds. books. 

Making paragraph-descrip- 
tions of birds. 

Third Week 
For the Recitation For Seat Work 

Reading descriptions. Finding picturesque bird 

Talking of spirit of birds. words. 

Planning bird-day program. Writing verses about birds. 
Study of bird poems. Writing invitations. 

Presenting the bird-day pro- Memorizing a choice poem, 
gram. 

The bird-day program as suggested in Exercise 87, 
should include both original and other work. Every 
member of the class should be given some part to play. 
A rich entertainment for the pupils and patrons of the 
school will result if this plan is properly carried out. 

Specimen letters and sketches produced by fifth grade 
pupils during this study, are here given by way of help- 
ful suggestion. 

Birdville, Appleblossom, 
March 25, 1920. 
Dear Mr. Robin: 

How do you like your new wife? I like mine fine. She is such a sweet 
little thing. You can't guess how proud of her I am. She is especially 
noted for fighting. 

Yesterday I told her that I wished she would go and get some of the 
food and let me sit on the nest awhile. I said I didn't see why she was so 



FIFTH GRADE LANGUAGE 147 

lazy. And she did get off the nest, but I didn't want to get on it. Her 
eyes were just like fire. 

She said, "I'll teach you to call me lazy! I'll show you how to speak 
tome!" 

You bet I didn't wait to hear her say it over. Away I went with her 
after me. I flew over Farmer Brown's house and into the garden. She 
was nearing me. I flew around in a circle but she was watching for it 
and cut a corner and caught me. I tell you it wasn't very pleasant then. 
I never imagined she had such a sharp beak before. I just got up a while 
ago. I was cut all over where she had pecked me. Well I guess I will close 
now and go back to bed. I advise you to be careful what you say to 
your wife. 

Yours truly, 

Bluebird. 

Sherwood Forest, Hollow Tree, 
March 25, 1920. 
Dear Mrs. Wood Pecker: 

I am having a fine feast. This hollow tree is full of worms. Why 
don't you come over here? Are you having a good breakfast? 
Well good bye. 

Yours truly, 

Wood Pecker. 

THE BIRDS' CHRISTMAS 

While I was at my grandmothers one year for Christmas the snow 
was one or two feet deep. After our Happy Christmas was over we put 
the tree out in the yard. 

Soon a lot of little birds were out in the yard trying to find something 
to eat. 

'Grandmother said I could give the birds a Christmas party if I 
wanted to. So I got a lot of little baskets that had all sorts of little 
things to eat in them. Then I scattered crumbs of cake and bread 
among the branches and all around the yard. I then went in and looked 
out of the window. 

It was a pretty sight to see so many little birds eating their Christmas 
dinner. After they were finished they seemed to want to thank me for 
what I had done so they sat on the window sill and sang a very pretty 
song. So every time after this I have made a Christmas for the birds. 

Bonners Ferry, Idaho, 
March 25, 1920. 
My dear IMrs. Robin: 

As I was in a garden where some strawberries were planted, I saw a 
little girl. She was coming to pick some strawberries and she niust 



148 LIVE LANGUAGE LESSONS 

have known that I was wanting to get some string and straw to make 
my nest. She stood still. Soon a thought came to her mind. She went to 
the house. When she came back she had a handful of strings and straws 
and some little fine sticks for me to make my nest. 

After she had gone, I went there and got those things and made my 
nest. 

Sincerely, 

Mrs. Robin. 

Observe that not only are these letters spontaneous 
and natural, but the sentences and paragraphs are 
generally well built. 

These pupils were first given an encouraging oppor- 
tunity to express themselves freely; and helped the while 
to put their thoughts into right forms. 

In working out letters and other compositions on 
birds, special attention should be given to sentence and 
paragraph structure. Train the pupils to say one thing 
at a time, to make one point at a time. 

GENERAL STUDY NINE— PART II— REVIEW 

About a month or six weeks before the close of school, 
the pupils should be given a general review of the 
various lessons in correct usage, enunciation, punctua- 
tion, paragraphing, letter forms, and verse writing. 

Following the guidance of the exercises given in 
Exercises 88 to 92, the teacher may plan the review 
work according to the needs of the class. 

To add zest to the work, make this a time to complete 
the correct-usage books already suggested. These books 
may now be organized more systematically. For 
example, in dealing with the correct-usage tables, let 
each pupil study each table and find in it the forms that 



FIFTH GRADE LANGUAGE 



149 



give him most trouble. His notebooks, his compositions, 
and his daily speech will reflect these mistakes. 

Let each pupil arrange the tables studied thus far, in 
order in the book, placing on opposite page trouble- 
makers for his own guidance. For example: 




The same orderly arrangement of the Enunciation 
Exercises, containing drills, as suggested, to overcome 
''jaw laziness,'* to cultivate ''right resonance," to 
''train the tongue," to overcome "lip laziness," and to 
check the "hurry habit," should also be made. 

Here, again, let the pupil make an individual study of 
himself, w^th the help of his classmates, to discover the 
forms which give him most trouble These most trouble- 
some forms may be written on the page opposite the 
general table thus: 




I50 



LIVE LANGUAGE LESSONS 



Punctuation Practice may likewise be made an 
individual matter. Pupils here should make a careful 
study of their own corrected compositions and their 
notebooks to discover the mistakes they most commonly 
make. In the Correct-Usage Book, on one page, the rule 
may be written, with illustrations; on the opposite page 
sentences taken from the pupil's own work may be 
written and punctuated correctly. For example: 










In reviewing paragraph structure the pupils should be 
given practice in writing on topics close to their experi- 
ences. For example: Make two paragraphs about some 
bird. Write a letter of two or three paragraphs. 

Practice on letter forms, including drills on writing 
dates and addresses, also may be made real. A speUing 
review on the names of the months and the days of the 
week should also be given. 

GENERAL STUDY TEN— SPRING SPORTS 



Clean fun and good health, with live language practice, 
should result from this study. 



FIFTH GRADE LANGUAGE 



151 



The exercises provided round out the year with 
interesting lessons that look forward into the vacation 
time. They may be worked out in three weeks. 

Make the most of the following themes in both oral 
and written work: 

1. Describing outdoor games. 3. Cleanliness and health. 

2. Playmates worth while. 4. A clean tongue. 
Pupils should be led to discuss freely the vital sugges- 
tions and topics given in Exercises 94, 95, and 96. 

The vocabulary work in Exercise 97 may be enriched 
by a study of well written descriptions of games. The 
pupils here may be led to find effective, clean expressions 
in newspapers and in magazines. 

The tongue-training table given in Exercise 98 is 
aimed directly at overcoming the ''hurry habit/' one of 
the worst of our American language faults. Let emphatic 
attention be given to this work of training the tongues 
of pupils to ''speak the speech trippingly," and dis- 
tinctly, not to "mouth it," nor to run it together so 
rapidly that people cannot understand the speech. 

Add to the Correct-Usage Book some reminders 
against the "hurry habit." For example: 











152 LIVE LANGUAGE LESSONS 

If time remains the pupils may be led to share their 
past vacation experiences or their anticipations for the 
summer. 

Pupils should leave the fifth grade with an increased 
love for language work. This result will come naturally 
from giving them, as the text constantly suggests, an 
inviting opportunity to express themselves, not someone 
else. This sharing of experiences and real fun will bring 
rich pleasure. 

Another result from the work should be surer habits 
of correct speech. Their enunciation ought to be clearer, 
their sentences free of the more obnoxious errors, and 
they should be able to build simple sentences clearly 
and to construct simple paragraphs with some skill. 



SIXTH GRADE LANGUAGE 

Live Language Lessons — Second Book, Part II* 

In the language work of the sixth grade, the following 
objectives are kept clearly in view: 

1. Oral and written expression on vital subjects is con- 
tinued \vith greater emphasis on organization and accuracy of 
iorm in composition. 

2. The ''Twelve Correct- Usage Tables" are completed 
and thoroughly reviewed. 

3. Reinforcing drills on the type trouble-makers in 
enunciation are given. 

4. Reviews in letter writing, paragraphing, outlining sim- 
ple compositions, and in the uses of the common marks 
of punctuation, are provided. 

5. A systematic study is made of the beginnings of 
grammar, including kinds of sentences according to use, 
subject and predicate, the parts of speech, the spelling and 
use of the simpler number and case forms, and a study of the 
rules underlying the correct-usage tables. 

6. Vocabulary-building exercises connected with the 
study of various parts of speech are also given. 

General Outline 
The work for this grade is presented in ten main 
divisions as follows: 
I. Expression Studies 11. Skill-Cultivating Exercises 

I. Summer Sports 
Talks about vacation. Helps in story telHng. 

Vacation letter writing. Overcoming language faults. 

*Also Advanced Book, Part One. 

153 



154 LIVE LANGUAGE LESSONS 

Stories of summer days. Studying action words. 

Water scenes and poems. Correct-usage drills. 

2. Fairs and Festivals 

Talks about fairs. Studying words that de- 

Writing about prize winners. scribe. 

Business letter writing. Lessons on nouns. 

Descriptions of shows. Action words and numbers. 

Correct-usage drills. 

3. Stories of Industry 

Talks about how common Study of explanatory para- 
things are produced. graphs. 

Writing letters about indus- Making clear sentences. 

tries. Subjects and predicates. 

4. Entertainments 

TelHng about entertainments. Exercises in enunciation. 
Creating original plays. Punctuation practice. 

5. Life in the City 
Talks on city life. Study of verbs. 
Experiences in the city. Study of adjectives. 
Young citizen talks. Study of adverbs. 
Writing news items. Correct-usage drills. 

6. Stories of Our Country 
Fireside stories. Learning about pronouns. 

American hero tales. Forms of the pronoun. 

Historical poem studies. Drills on troublesome forms. 

7. Schooldays and Schoolmates 
Talking about school. Review exercises on how to 

Writing schoolday stories. tell stories. 



SIXTH GRADE LANGUAGE 155 

8. Wild Animal Life 

Talks about animals. Review of parts of speech. 

Writing animal story book. Review of subjects and 
Retelling animal stories. predicates. 

Creating animal tales. Study of prepositions. 

Correct-usage drills. 

9. Orchard and Wildwood 

Talks about trees. Vocabulary-building review. 

Writing about trees. Punctuation and letter 

Creating a tree play. forms. 

Enunciation exercises. 

10. The Beginnings of Grammar 

The essentials of elementary grammar are here given 
in condensed, practical form. The summary serves both 
as a review of the lessons previously given and as a 
foundation for the work to follow. 

In the ''Type Exercises for Drill," Exercise 94, are the 
various forms included in the "Twelve Correct-Usage 
Tables." 

The composition studies given for this grade may well 
be correlated with histor>% geography, industrial, social, 
health and nature studies, and with literature. 

The plan is made to fill a regular school year. Where 
less time must be given to the work, as in ungraded 
schools, the following exercises may be omitted: 13, 38, 
39. 42, 53, 54, 63, 68, 78, 79, and 80. 

Minimum Essentials Demanded of Sixth Graders 

The pupil should be considered ready for promotion 
from the sixth grade when he can: 



iS6 LIVE LANGUAGE LESSONS 

1. Tell his experiences with a fair degree of accuracy. 

2. Write rather clearly a friendly or a business letter. 

3. Organize a written composition of two or three para- 
graphs on some vital subject close to his life. 

4. Apply with sureness the various rules in punctuation, 
composition and grammar, given in Exercises 8^ to 94 
inclusive. 

These desired results may best be obtained by follow- 
ing the plan as outlined. 

GENERAL STUDY ONE— SUMMER SPORTS 

The central aim of this project is to afford the pupils 
an inviting opportunity to share their worth-while 
vacation experiences. 

Several good results will come from such expression 
work. 

1. It gives the teacher at the opening of school a chance 
to get better acquainted with the real lives of the pupils. 

2. It offers excellent practice in speaking and in writing 
on a vital subject. 

3. It makes a good basis for lessons in letter writing, 
story telling, and verse making. 

Three weeks, at least, may well be filled with carrying 
out the lessons provided. 

First Week 

For the Recitation For Seat Work 

Exchanging vacation experi- Study of "Barefoot Boy" 

ences. selection. 

Planning vacation letters. Writing real letters. 

Study Whittier's story. Writing a summer story or 

stories. 



SIXTH GRADE LANGUAGE ^7 

Two more recitations with two study periods may 
also be given here to oral and written work necessary to 
coraplete the stories brought out by Exercise 4. It wnll 
be well to have the pupils bring to class their kodak 
pictures and the specimens they may have gathered for 
use in their talks and stories. 

Second Week 

Using Exercises 5 to 10 inclusive, let this week be 
given to the Uttle lessons on "How to Tell a Story." Use 
pictures from the magazines or other stories of summer- 
time to enliven the work. The pupil's own written and 
oral work should also be used to vitalize the various 
exercises. 

Special emphasis should be given to overcoming the 
"and" habit and to eHminating needless words in such 
expressions as ''have got," ''don't hardly," ''John he," 
and "this here." 

The following sentences taken from sixth grade papers 
are illustrative of the prevalent "and" habit. 

"The man on the motorcycle put his brake on and slid 
five to ten feet and hit the car." 

"They ran toward a very steep bank and tipped the 
wagon over and broke Mrs. Proctor's jaw and the little boy's 
collar bone." 

''One day we were playing ball and a car come along the 
road pretty fast and ran over the boy and it cost a lot of 
money to get well." 

From almost any set of papers or notebooks scores of 
''and" filled sentences may be copied. Such sentences 



158 LIVE LANGUAGE LESSONS 

offer excellent materials for constructive lessons in 
sentence building. 

Have such sentences copied on the board. Let the 
pupils reconstruct them so that they move smoothly. 
For illustration: 

''They went up stairs and shut off the electricity and then 
called the fire department." 

They went up stairs, shut off the electricity, and called 
the fire department. 

Or: Hurrying up stairs, they shut off the electricity and 
called the fire department. 

Third Week 

The first lesson here offered is a review of '' Conversa- 
tion in Stories." Increase the drill sentences if necessary 
to fix the habit of using quotation marks correctly. 

The second lesson is a study of ^'Action Words." In 
this lesson the beginning of a vitalized study of verbs is 
found. The name verb may or may not be given at this 
time. It will be introduced later. Let the emphasis be 
thrown on building the vocabulary by finding choice 
action words. Make the work both a study of verbs and 
a live vocabulary lesson. 

In the exercises on "Streamside and Seashore," zest 
may be given the vocabulary building through the creat- 
ing of descriptive paragraphs and poems. The music of 
the stream and the sea generally inspires musical expres- 
sion. The following are some of the little poems that 
were created by sixth grade pupils in working out these 
exercises: 



SIXTH GRADE LANGUAGE 159 

THE MILLSTREAM 

The faithful millstream bright and clear 

That comes from far away, 
A rippling, dimpling noise we hear 

As o'er the rocks it plays. 
And as it bounds, and leaps, it turns 
The millwheel big and round, 
And grinds the wheat and corn so ripe, 

Wliich once was in the ground. 



— Harold Goss. 



Happy little brooklet 

O'er mossy pebbles slipping. 
Winding in and out the meadow 

Forever playful and free ; 
Clear, fresh and blue as the sky, 
Flowing all day thru the grasses, 

Never growing tired and sleepy, 
But forever onward straying. 



-Rubelle Bullougk. 



Winding softly through the meadow. 

Glides the brook just like a shadow; 
Murmuring sweetly as it goes, 

Down to the ocean this meadow brook flows. 

— Minnie Champiieys. 

bring waters of our lake, 
Rolling from shore to shore, 

A mirror for the hills you make 
And image them evermore. 

— Gideon MacDonald. 

THE BROOK 

1 know a happy little brook 
That through the meadow flows. 

It came from some far quiet nook. 
Which none but nature knows. 

It babbles through the meadow green 

And sparkles all the way, 
A beautiful and peaceful scene 

That brightens up the day. 

— Helen Cunningham^j 



i6o LIVE LANGUAGE LESSONS 

Art work may well be blended with this Hterary 
expression. Pupils may draw little sketches to illustrate 
their poems. 

GENERAL STUDY TWO— FAIRS AND 
FESTIVALS 

In this study, the language lessons reinforce the boys' 
and girls' club work and stimulate interest in making 
and in producing things worth while. 

Though centered on school fairs, the study may well 
include other exhibitions. The teacher should adapt 
the work to the experiences of the pupils. If they 
have not had direct contact with fairs, let them tell of 
the prize winning products from their fathers' farms, or 
they may select prize winners from the markets. A 
visit to the grocery to study choice fruits and vege- 
tables or canned goods will help. 

The pupils' work and play interests are bound up 
in this exercise. Both call for careful guiding. 

Three main results should come from the work: 

1. Good practice in oral and written expression. 

2. Sharpening of the powers of observation. 

3. Stimulating an interest in productive work. 

Four weeks may well be spent in carrying out the 
program of lessons given. 

First Week. The School Fair 
The best preparation for talking about the fair is the 
holding of a fair. In country schools where real fairs are 
beuig held, it wiU be easy to have a school fair at which 



SIXTH GRADE LANGUAGE i6i 

pupils may exhibit specimens of their own production 
and handiwork or those of their parents. Every school 
in the country or in the city can readily arrange such an 
exhibit. 

The language work, as given in Exercises 15, 1 6, 17,18, 

19, correlates closely with this project. Let the pupils, 
as there directed, first make talks about fairs and exhibi- 
tions, next plan a school fair, then write descriptions of 
prize-winners, and carry on the business correspondence 
outlined. Other good language work may be had through 
making posters, writing advertisements, and the writing 
of news notes telling about the exhibition. The project 
offers various rich possibilities for expression work. On 
page 162 is a sample page of a little paper produced by 
one school in connection with a school fair. 

Second Week. Telling about Shows 

After the fair, the work offered in Exercises 19, 

20, and 21, may be taken up. Following the lead of the 
suggestions there given, let the pupils deal not only with 
fairs, but with circuses and other shows. 

Good oral practice may also be had by leading the 
pupils to tell about moving pictures and plays. 

The following is a composition which was produced 
by a sixth grade girl while working out one of the topics 
given in Exercise 19, under this study: 

THE BALLOON ASCENSION 

A few years ago out at the fairground there was a balloon ascension. 
It was quite a sight to see them fill the balloon with air, as it gradually 
expanded until it looked almost like a mammoth hay stack. 

The upward pull being so strong that it took a number of men to hold 
it on the ground, till everthing was ready. 



l62 



LIVE LANGUAGE LESSONS 



170 



THE TEE ESS BEE 



AUTUMN 

Autumn is one of the most beautiful 
seasons of the year, when the leaves are 
turning and the harvest is being taken in. 

In the canyons the mountains are 
spotted with blazing clumps of maple. 
Often we would go for quite a little way 
without seeing much unusual coloring; 
then suddenly a large, brilliant scarlet 
clump would flash, like fire, into sight. 

In the country the harvest moon 
shines brilliantly down upon the shocks 
of grain, stacks of corn, and pumpkins. 
The days are full, from morning to night, 
with the harvesting. 

The days and nights begin to get 
colder. The sky is hazy and cloudy and 
the winds are laden with rain. The birds 
fly south and leave their nests among 
the trees during the winter season. 

Anna Merrill, Seventh Grade. 



TheWind Doth Blow 
My Hat in the Snow 

This would not happen if 

you would come to the 

Training School Fair and 

buy a hat pin. 

Pencils, Pencils, 
Everywhere 

but not a place to put 
them. Buy a hand-made 
pencil tray at the Train- 
ing School Fair and see 
how handy it will be. 

Christmas is coming bye 

and bye 
Get big brother a nice 

necktie 
At the Training School 

Fair! 



Toys! Toys! Toys! 

Bring the Girls and Boys! 

Doll Caps Jumping Jacks Scrap Books Doll Sweaters 
Flower Books Hammocks 

Cinderella Play Theatre 

LEATHER GOODS 

Music Folios Book Covers Card Cases Watch Fobs 

Bags Blotter Corners Book Marks Coin Purses 

Made by the Children. 

FOR SALE at the 
TRAINING SCHOOL FAIR 



SIXTH GRADE LANGUAGE 



163 



At the shout, "Let her go," everybody lets loose and up it goes, the 
man going up with it grabbing the trapese which takes him along. 

The balloon goes so high that the man looks like a very small child, 
when finally he cuts loose his parachute and drops quite a distance 
before it opens, to let him down slowly to the ground. 

The parachute is like a very large umbrella, which catches enough 
air under it to hold the weight of the man. 

After the parachute is cut loose, the balloon turns bottom end up 
letting the hot air out, and then falls to the ground. 

— Ethel Swank. 

Third Week. Descriptive Words 

Following the suggestions in Exercises 22, 23, 24, let 
the pupils make a study of adjectives, and practice 
writing paragraphs or poems that describe. A little 
booklet of word pictures in prose and verse like the one 
given in the text may come from this work. 

Vocabulary-building and spelHng exercises also nat- 
urally grow out of these lessons. 

One good exercise is the making of word lists repre- 
senting various departments in the fair. For example: 





Exhibit A. 


Frxiits and Vegetables 


apples 


grapes 


tomatoes 


carrots 


pears 


nectarines 


potatoes 


beets 


peaches 


quinces 


squash 


melons 


plums 


apricots 


pumpkins 


parsnips 



Let each pupil make as large an exhibit as he can, 
without using the dictionary or other helps. His exhibit 
may consist of the things he can spell correctly. Other 
lists; as, live stock, poultry, farm implements, manu- 
factured articles, hand work, m.ay be made; also a word 
circus giving the animals in the menagerie may be made. 



i64 LIVE LANGUAGE LESSONS 

Fourth Week. Lessons in Number 
In Exercises 26, 27, 28, and 29, will be found work 
enough to fill a week. The drills should be supplemented 
as need directs to fix the rules in tongue and fingers. 

GENERAL STUDY THREE— STORIES OF 
INDUSTRY 

The central purposes of this industrial language study 
are: 

1. To give pupils good practice in speaking and in 
writing on a vital subject. 

2. To waken in them a live interest in the industries of 
their community and of their country. 

In carrying out the project, the teacher will do best: 

1. To provide, with the help of the pupils, suitable books, 
magazines, catalogs, and pictures reflecting the industrial 
Hfe of our country. The following books will be found very 
helpful here: ''Book of Knowledge," ''Carpenter's Geograph- 
ical Readers." 

2. To plan for class excursions to industrial plants. 

3. To arrange with some teacher or teachers in other 
places for inter-school correspondence. 

4. To have, when the talks are ready, an audience of 
patrons and pupils to hear the results. 

Four weeks may well be spent in developing the work. 

First Week. Talks on Industry 
The work suggested in Exercise 30 may be expanded 
into a week of profitable language lessons. Several 
recitations and study periods will be required to carry 
out these exercises satisfactorily. 



SIXTH GRADE LANGUAGE 165 

The lessons should move forward naturally in three 
successive steps: 

1. Discovering pupils' worth-while stories of industry. 

2. Selecting and preparing special subjects for industry 
talks. 

3. Giving little lectures before real audiences. 

What shall be the day-by-day program of exercises in 
promoting this work must be determined largely by the 
size and by the experiences of the class. 

The following types of work will be necessary to get 
the best results: 

1. Oral lesson to draw out the experiences of the pupils. 

2. Visiting nearby industrial plants. 

3. Outlining the talks. 

4. Making drawings or gathering pictures for illustrations. 

5. Reading books on industry. 

6. Learning new words connected with the subject. 

To bring out the very best, a real audience will be 
necessary. This may be provided by the class itself or 
even, at times, by patrons. 

Let the first week's work, except for outHning the 
talks, be entirely oral. 

Second Week. Inter-School Correspondence 

Arrangements for the exchange of letters suggested in 
Exercise 31, should be made in good time. The effort 
should be to get classes from very different industrial 
centers into cooperation here. Thus, a mining-camp 
school may correspond with one in an agricultural 
community. 



i66 LIVE LANGUAGE LESSONS 

The following program may be carried out in prepar- 
ing the letters: 

1. Read the suggestions and letter in Exercise 31. Out- 
line the letter on ''Making Maple Sugar." 

2. Discuss the plan and select subjects for letters. Either 
a composite letter may be developed by the whole class, or 
each pupil may produce a letter on some special topic, or on 
some special part of the general topic chosen by the class. 
For illustration: Suppose Cotton Growing is chosen. One 
pupil may write about The Cotton Lands, another of Plant- 
ing the Cotton; a third of Enemies of the Cotton Plant; a 
fourth of Cotton Picking; a fifth of the Cotton Gin; a sixth of 
The Cotton Seed Products; another of Marketing the Cotton; 
still another of Making Cotton Cloth, or other cotton pro- 
ducts. The dividing of the subject like this into various parts 
will make for individual as well as for team work. 

Special language lessons may be given while the 
letters are being prepared, such as: Spelling Drills, 
Punctuation Practice, Vocabulary Work, Help in Para- 
graphing, and Lessons in Grammatical Forms. These 
exercises should be determined by' the needs of the 
pupils as revealed in their written compositions. During 
this week let the emphasis be given to written work. 

Third Week. Studying the Paragraph and Sentence 

Building 

Exercises 32, 33, and 34 should be followed here. 
These exercises may be enriched by adding other para- 
graphs to study, and by giving more drill work to drive 
home the essential points presented. 

Keep in view the central thought, How to Build Clear 
Paragraphs and Clear Sentences. 



SIXTH GRADE LANGUAGE 167 

The effort should be to develop skill to say but one 
thing in each paragraph and to say it clearly. In doing 
this a sure "sentence sense" will of necessity be culti- 
vated. 

For additional work, the study of possessive case 
forms may be also taken up at this time. 

Fourth Week 

If this period falls, as it probably will, just before 
Thanksgiving, the pupils may be given the interesting 
work of comparing the pioneer industries with those of 
to-day. Let them gather stories of pioneer days relating 
to early-day industries. An exhibit of old-time tools, 
specimens of handwork by both women and men, 
pictures of pioneer homes and pioneer workshops, will 
be useful in stimulating a lively interest in this work. 

A Thanksgiving program for the parents may well 
grow out of these practical, close-to-life lessons. 

GENERAL STUDY FOUR— ENTERTAINMENTS 

This study turns language work to the stimulating 
and creating of wholesome recreation. Between Thanks- 
giving and Christmas seems the best time for the work. 

Let the pupils bring to school books and magazines 
containing seasonable stories and plays. The room may 
also be given a hoHday spirit with artistic decorations. 
These language aims should be kept clear: 

I. Oral expression through the pupils relating their 
experiences, playing shows, through retelling stories of plays 
and of moving pictures, and through playing original plays. 



i68 LIVE LANGUAGE LESSONS 

2. Written expression in the form of plays created by the 
class or by individual pupils. 

3. Tongue- training and finger- training exercises in correct 
usage, and enunciation and punctuation based on the pupils' 
needs as revealed in their oral and written work. 

The following is a suggestive program that may be 
carried out with such changes as the situation makes 
necessary: 

First Week. Telling about Plays 

The opening lesson here is clearly suggested in 
Exercise 37. Using the questions there with others of 
like purpose, lead the pupils to tell of their interesting 
experiences in playing show. 

Seat Work. Following this informal oral exercise, 
each pupil may study the little stories given in Exercise 
38 and plan to tell them and some story of his own or 
others similar. 

The second recitation may be another oral exercise 
during which the ''show stories" that have been pre- 
pared are related. 

Seat Work. Let the pupils read one of the stories 
suggested in "Little Women," the ''Story of a Bad 
Boy," or other books containing stories of children at 
play. 

A third oral exercise may be the telling of some story 
the pupils have seen played in the moving pictures or in 
the theater. 

Seat Work. A written expression about favorite 
"movies" and heroes and heroines might be valuable 
guidance for the teacher here. Let each pupil write a 
paragraph or two on "What Shows I Like Best." 



SIXTH GRADE LANGUAGE 169 

Following the oral work, if time permits, the teacher 
may plan drills based on the needs of pupils as revealed 
in their speech. A review exercise on the John he, this 
here, and other expressions wherein words are used 
needlessly, will probably be necessary at this point. 
Exercises on words ending in ing, and other tongue- 
training drills, may also be needed. Use here also 
Exercises 40 and 41. 

Second Week. Creating the Play or Plays 

The first thing necessary is to have a democratic 
discussion of the project. Let the pupils, under tactful 
guidance, express themselves and make their plan for 
working out the play. 

The play may be created in any one of a number of 
ways: 

1. Each pupil may write a play and the best play may be 
selected. 

2. The class, if large, may be divided into several groups 
and two or more pupils together may produce a play. 

3. The main play may be worked out by the class under 
the direction of the teacher, the pupils during study periods 
being permitted to write only certain parts, as songs or cer- 
tain acts. 

4. If an original play seems too difficult, let the pupils 
dramatize some good suitable story as suggested. 

A full week of interesting recitation and seat work will 
be needed to put the play into form for rehearsing and 
presenting. FoUow the same form and punctuation in 
writing the play as that found in "Frolics in Toyland," 
Exercise 39. 



I70 LIVE LANGUAGE LESSONS 

Third Week. Practicing and Presenting a Play 

A week at least will be needed for practicing and 
presenting the play. Manual work in making the stage 
where one is necessary, and art work in making the 
scenes and the costumes will be required. 

No set program of exercises can well be given. The 
teacher must make her own day-by-day plans in carry- 
ing this work forward. 

The motivation in creative dramatic work is compel- 
ling enough generally to carry a class over all difficulties. 
Pupils need mainly to be held within bounds, to have 
their enthusiasm guided steadily towards the end in 
view. 

The following are some songs from a play created 
under the stimulus of the exercises given under this 
project. 

BROWNIE BREEZES 
We're the lively Brownie breezes, 
We bring the coughs and sneezes. 
We rustle and we bustle, 
We make the snowflakes hustle; 
But we bring the merry spring 
And the birds upon the wing. 

We're the lively Brownie breezes, 
We bring the coughs and sneezes. 
O'er hilltop, meadow, and lea. 
Blowing and puffing merrily we 
Ooo, ooo, ooo! listen to us sing. 
Calling back the flowers of spring. 
Ooo, ooo, ooo! 

SPRING SONG 
Merry spring at last is here. 
The birds are singing their songs of cheer; 
The flowers are budding everywhere. 
There's music and fragrance in the air. 



SIXTH GRADE LANGUAGE 171 

Come away, come and play, 
Let's frolic all day. 
We'll dance o'er the meadow. 
We'll climb up the hills, 
We'll pluck the gay flowers, 
We'll sing with the rills. 

The flicker is beating his jolly old drum. 
The meadow lark's whistling, "Spring has come." 
The streams are sparkling, the blossoms are gay, 
The sun has driven the snow away. 

GENERAL STUDY FIVE— LIFE IN THE CITY 

The country child should be interested in the city. 
The city child should likewise study the life throbbing 
about him. Both, rightly led, will be ready to tell inter- 
esting experiences they have had or have heard about 
city life. This expression offers opportunity : 

1. For vital practice in speech and in writing. 

2. For the correction of false impressions. 

3. For the teaching of practical civic Hfe. 

An entire month may well be given to the lessons as 
outlined. 

The following definite plan of action, followed rightly, 
will bring the desired results. 

First Week. Talks, Sketches, and Studies about City Life 

1. Exchanging experiences. Writing "Seeing the City" 
description. 

2. Reading and improving the sketches. Making a "See- 
ing the City" booklet. 

3. Telling of exciting events in city. Writing the story. 

4. Reading and improving stories. Study of "Fireman 
Story." 

5. Reading other stories of city. Spelling lesson. 



172 LIVE LANGUAGE LESSONS 

The spelling study last suggested should be made from 
useful words connected with city Hfe, needed by the 
children. A list made up of the misspelled words in their 
papers will give excellent practice. 

Second Week. Young Citizens 

Exercises 45 and 46 afford a week of interesting work. 
The following program suggests how these exercises may 
be expanded into a series of worth-while lessons. 

1. Talks on topics in Exercise 45. Writing on one of the 
topics. 

2. Forming a Young Citizens' Club. Writing rules for the 
club. 

3. Discussion by the club of ''The Cost of Carelessness." 
Making safety first rules for boys and girls. 

4. Writing news notes on city happenings. Studying news 
items. 

5. Study of verbs. Finding expressive verbs. 

In preparation for writing news notes, the pupils 
should bring newspapers to school. From these let them 
find news stories telling of incidents similar to those 
they are studying, observing the way these are told and 
the words used. 

Third Week. Study of Adjectives and Adverbs 

Following the lead of Exercises 47, 48, 49, and 50 let 
the pupils be given a vitalized study of verbs, adjectives, 
and adverbs. To make the study vital, connect it with 
the composition exercises of this general study. 

Seat Work. Find well chosen adjectives in the 
advertisements of the newspapers. Use also descriptive 



SIXTH GRADE LANGUAGE 173 

paragraphs on city life. Increase the drills on adverbial 
forms by having the pupils find or compose other 
sentences wherein adverbs should be used. 

Fourth Week. Reviews 

According to the time remaining in the month and 
the needs of the pupils as revealed in the oral and 
written work, the review drill given in Exercise 51 may 
be increased. 

Add to this drill reviews in the following: 

1. The correct-usage tables, especially, ''Needless 
Words;" lie, lay; sit, set; rise, raise; contractions; trouble- 
some principal parts and other forms calling for attention. 

2. The ''and" habit. 

A week of work may well be given here to clearing 
away common errors in speech that seem to be persisting. 
Endeavor to get the pupils to take the responsibility for 
their own correction. They may be led to do this in 
several ways. For illustration: 

1. Making Correct-Usage Book, already described in the 
fifth grade. 

2. Using the Correction Box. Into some little box placed 
in the classroom, the pupils may drop slips containing errors 
they have heard their classmates make. These may be 
used for correct-usage lessons. 

3. The Good-Speech Week. 

Direct the drill towards clearing away the "trouble 
spots." Give emphatic attention, for example, to the 
work on lie, sit, rise, and their parts; rather than on lay, 
set, and raise which are overused. 



174 LIVE LANGUAGE LESSONS 

He lies down every day after lunch. 

The book lay on the table. 

The old tree had lain there several years. 

It was lying on the lawn. 
Sit up, Rover. Did you rise early? 

I sat on the porch. I rose at six. 

He has sat there an hour. Has Tom risen yet? 

I saw you sitting there. The prices are rising. 

GENERAL STUDY SIX— STORIES OF OUR 
COUNTRY 

This language-history study offers an excellent oppor- 
tunity: 

1. For good practice in speech and in writing. 

2. For good oral and silent reading. 

3. For vitalized lessons in patriotism. 

February, the patriotic month, may best be given to 
the study. 

To prepare for the study, let the pupils and teacher 
bring suitable pictures. Decorate the room with these 
and with appropriate blackboard drawings and flags. 

The school library also should be enriched with books 
containing well told, choice stories of our country. 
Following are a few such books: "Colonial Stories," 
''Boys of Seventy-Six," ''Boys of Sixty-One," all by 
Charles Coffin; ''The Thirteen Colonies," by Guerber. 

The following plan of action suggests how this study 
may well include four weeks of profitable work. 

First "Week. Retelling Patriotic Stories 
Informal Story-telling. Using the introduction to 
Exercise 52, ''Stories of Our Country," stimulate the 



SIXTH GRADE LANGUAGE 175 

pupils to tell any choice story of American heroes or 
heroines they may recall. It will generally be found that 
they do not remember well many of these stories. 

During the study period they may read some choice 
story to retell the next day. Follow here the suggestions 
given in Exercise 52. 

If desired, several stories about one hero may be told 
by a group of pupils. Thus, group one may take ''The 
Life of Columbus," each pupil giving a choice story from 
his life; as, ''The Boyhood of Columbus," "Columbus, 
the Captain," "Columbus Seeks the Kings," "Columbus 
and Isabella," "The First Voyage," "Columbus Finds 
America," "Columbus Returns in Triumph," "Legend 
of Columbus and the Egg," "Columbus in Chains." 

Group two may take "The Life of Washington" and 
likewise, develop the story of "The Father of Our Coun- 
try" by telHng the various incidents of Washington's hfe. 

Besides the old-time tales suggested, let new ones be 
found. A fine story hour might easily be had around 
some general topic such as Hero Stories of the World 
War, or Hero Stories of the Spanish- American War, 
or The Civil War. Pupils should gather such stories 
from first-hand sources and preserve them in booklets 
for the library. 

Writing Stories and Poems of Patriotism. To pre- 
pare well the stories selected, each pupil should write the 
story. Added motivation may be given to this work by 
arranging to have a second Hero Story Hour before some 
audience besides the class. Other classes will usually 
be glad to be this audience. 

In working out their stories, some pupils prefer to 



176 LIVE LANGUAGE LESSONS 



express themselves in verse. Let this desire be encour- 
aged. The following poem came from a sixth grade boy 
while working under the stimulus of a similar motive. 

COLUMBUS 

Columbus sailed the ocean 

In fourteen-ninety-two: 
And found for us this goodly land, 

Where waves the red, white, and blue. 

He wanted to reach India, 

But America he found 
In all its wealth and glory, 

And proved the earth is round. 

He was a brave and noble man, 

He did his duty well, 
And now the little boys and girls 

His story love to tell. 

— Harold Perry Driggs. 

Second Week. Hero Tales in Verse 

Following here the suggestions in Exercise 52, let the 
week be spent in reading and in talking about the his- 
torical selections suggested and others of similar spirit. 

These poems should be studied in their historical 
settings. An example of such a study with a language 
purpose is given in Exercise 55. For other examples, 
with the emphasis on reading, see in Studies in Reading 
by Searson and Martin — 

'Xolumbus," Eighth Grade Reader, page 80. 

"Paul Revere's Ride," Fifth Grade Reader, page 158. 

Good oral language work and oral reading will come 
from such studies. 



SIXTH GRADE LANGUAGE 177 

Third Week. A Patriotic Program 

For Washington's Birthday, a patriotic program 
growing out of the previous lessons may be prepared and 
presented. 

The pupils, tactfully guided, should plan this program. 
It may consist of: 

1. Patriotic songs. 

2. Choice old hero tales. 

3. A patriotic play. 

4. Original poems and speeches. 

5. New hero tales of the world war or of other recen' 
events. 

Arrange that all pupils participate in some way. The 
play and songs will give every one a chance to take part. 
Those giving stories, original poems, and speeches may 
be chosen by some competitive system. Preparing for a 
program gives excellent motivation. 



Fourth Week. The Twelfth Correct-Usage Table 

In the lessons and drills given in Exercises 57 to 60 is 
a practical study of pronouns. The troublesome forms 
of this part of speech make the twelfth Correct-Usage 
Table. Let the effort be directed primarily towards 
training the pupils to use these forms correctly. 

If more drills are needed, they can be easily provided 
by having the pupils make or find in their readers and 
in other books sentences wherein these trouble-makers 
occur. 



1 78 LIVE LANGUAGE LESSONS 

GENERAL STUDY SEVEN— SCHOOLDAYS 
AND SCHOOLMATES 

This study offers excellent opportunity for a well 
guided expression of school spirit. Such expression may 
be turned to good account in various directions. From it 
should come these language returns: 

1. Interesting school-day stories from both pupils and 
patrons. 

2. A school-day book made by the class, or booklets 
made by the pupils to keep as souvenirs of their elementary 
school <^ays. 

3. Practical discussions that lead to "clean-up days," 
the promoting of club work, and to other worth-while school 
^9t|ivities, 

'Two weeks or more may profitably be spent on the 
study. 

The following plan suggests how Exercises 61 to 64 
can be arranged to fill these weeks with rich and interest- 
ing work : 

:v;;.,j; ;vm.,.jT: , Flist Wceli 

For the Recitation For Seat Work 

Read and discuss ''In School Have the pupils draw, or 

Days," following the sug- write description of some 

gestive questions in text. schoolhouse they know 

Tell early-day school stories. best. When they go home 

Get here choice tales of have them get some good 

'school fun, stories of story of "early school 

• 'Struggles for education, days" from their parents 

description of pioneer or from old pioneers. : 

schoolhouses. 



SIXTH GRADE LANGUAGE 



17^ 



Share stories of the first day 
at school. 

Tell funny school-day ex- 
periences. Get those that 
actually happened. 

Read stories and jokes and 
improve and enrich them. 



Write the pioneer school 
story for the school-day 
booklet. Illustrate with 
drawings or kodak pic- 
tures. 

Write the story of the first 
school day for the booklet. 

Begin a page of school-day 
fun for the booklet. 

Continue making the book- 
let. 



Second Week 



For the Recitation 

Read from "Tom Sawyer," 
''The Hoosier School 
Boy," or other books, a 
good school-day story. 

Read and improve the stories. 

Lead the class to create a 
class song. 



For Seat Work 



Following the suggestions in 
Ex. 62, have the pupils 
work out their best school- 
day stories. 

Put the stories into the best 
form for the booklet. 

Let each pupil try to write 
a school song or poem. 



The remainder of the week should be given to com- 
pleting the booklet. Encourage originality here. Each 
pupil may have pictures, stories, jokes, and little personal 
touches that give individuahty to his work. Within 
sensible bounds, let him use his own initiative. 

When the composition is done, an art cover should be 
made by each pupil. The various booklets should be 
exhibited, perhaps hung on the wall, for several days 
for all to enjoy before the pupils take them home; 



i8o LIVE LANGUAGE LESSONS 

The following is the refrain of a song worked out by 
sixth grade pupils during this exercise. It suggests the 
spirit with which the pupils entered into the work: 

School Song 
*'Oh, we're the school at the top of the hill, 
'Neath the snow-capped mountain's crest, 
We work and we play with a right good will; 
That's why we are the best." 

GENERAL STUDY EIGHT— WILD ANIMAL 
LIFE 

A language-nature study with a challenging interest 
for both boys and girls in either country or city is here 
offered. 

Not all the pupils will have had the same rich experi- 
ences with wild animals. All, however, will be found to 
be intensely interested in animals. Each pupil also will 
have some first-hand story to relate about some animal 
he has observed in the wilds, in the zoo, at the circus, or 
about rats and mice. Some also may have kept rabbits, 
guinea pigs, squirrels, or other animals in cages. 

The central purpose of the study is to keep this 
interest alive and to direct it toward the following ends: 

1. Good language practice. 

2. Conservation of the wild game. 

3. Humane treatment of captive animals. 

Three weeks of good work may well be given to the study. 

To prepare for the project let the pupils bring to 
school pictures of wild animals, the animal story-books 



SIXTH GRADE LANGUAGE i8i 

suggested in Exercise 68, with any other good animal 
books they may have, and specimens of live or mounted 
animals, if they have them or can get them. 

The following is a suggestive plan of action that will 
bring good results : 

First Week. Telling and Writing Animal Stories 

1. During the first recitation, the pupils may enjoy and 
discuss the story, ''Clever Chipmunks.'' Stimulated by this 
story and by the suggestive questions following it, they should 
be ready to tell their own animal experiences. 

While the interest is still keen, let them write the story. 
The following little compositions show about what 
may be expected at the first draft: 

THE FISHING TRIP 
Once on a summer day when I was in kindergarten Father Mother 
and I went on a fishing trip. They were fishing when all of a sudden I 
gave a shrill little cry they looked and a big snake was winding around 
my leg. they took a knife and uncoiled it. When it got loose it ran away 
in the water, that was my great experience. 

TRAPING MUSHRATS AND MINK 
My brother and my father sister and I went down on mudy lake to 
sit some traps. As we were going down we saw a very queer looking 
animal. It was brown as we went near it went out of sight in the water 
and never seen it any more. The next morning when we went back to 
the traps a mush rat was in it. the mushrat is a very pretty animal it is 
between a brown and black. And the mushrat has a musk bag with they 
make perfum out of it. And the hides our used in making coats and 
muffs. And the next day we was going out on the ice and broke with 
us and got all wet. My big brother went on down farther to his traps 
and he got twenty mush rats. And we never got anything. 

2. With a set of such compositions in hand, the teacher 
has the materials for one, two, or more, good *' follow-up 
lessons" in sentence building, punctuation, grammar, 
vocabulary work, and spelling. Use the pupils' sentences 
and errors in other lines as a basis for these lessons. 



l82 



LIVE LANGUAGE LESSONS 



For illustration : In the set of papers from which the 
two samples just given were taken, the following were 
found misspelled : 



trapping 


stopped 


killed 


until 


muskrats 


always 


chasing 


unconscious 


which 


chased 


two 


skunks 


perfume 


scared 


pickerel 


cousin 


running 


struck 


bridge 


our 


sitting 


missed 


waist 


gophers 


ground 


spade 


kept 


cellar 



The following errors in grammar were also found : 

I never seen it any more. 

Once I seen a squirrel. 

One day about five of some boys and I was in the wood. 

We was up there about two weeks. 

The sentences were filled with ''ands." There were 
many wherein no attention was paid to capitals and 
periods; as, 

One day as I was out in the yard I saw a squirrel running 
about I fed it crumbs daily it stayed with me for about three 
weeks. 

There was a call also for vocabulary work. The words 
generally were trite. 

3. When their work has been done, let the class try 
again to improve their animal stories. They may be given 
opportunity to read these before their classmates or others. 
Some pupils may wish to write two or three or more stories. 
Let them do so. Follow the suggestions in Exercise 67 on this 
point. 



SIXTH GRADE LANGUAGE 



183 



Second Week. Reading and Creating Animal Tales 
I. This work may well be opened with A Story Hour 
during which the pupils retell some of the choice stories they 
have read from the books named in Exercise 68, or from other 
good animal story-books. 








/L->? -,- f— *^^- M^.^ySeoAy <4M,^ay^ 

la^f-uy aaMtr(^<\A/)^ ^-^ ^^*^ '^^ff^ 

Origmal story and original drawings by a sixth grade pupil working out Exercise 62. 




i84 LIVE LANGUAGE LESSONS 

During the study period the pupils may read more of such 
stories and on the following day they may have a second 
animal Story Hour. Following this, the pupils should be led 
to create httle animal stories or fables of their own. The 
preceding cut shows what can be done with this exercise 
when the class is rightly taught. 

For these interesting lessons, resulting in delightful 
original stories, a full week will be needed. 

Third Week. Review Studies in Elementary Grammar 

For this week's work Exercises 70 to 74 provide a 
definite and practical program to be followed. 

Let the Correct-Usage Table Eleven, Needless 
Words, reviewed and enlarged in Exercise 74, be enriched 
as there suggested by drills to overcome off of, off from, 
going to, and other superfluous prepositions. In back of 
is another such expression that also needs attention. 

Pupils should work out their own drill table here by 
composing for their Correct-Usage Book such sentences; 
as, 

He bought it from a grocer. 

The dog jumped off the porch. 

I fell off the fence. 

Where are you going? 

Where is he going? 

The tree stood behind the cabin. 

The horse lay behind the barn. 

Meet the situation as need directs. Adapt the drill 
work to the pupils ; do not bend the pupils to the lesson. 
Help them to discover their own errors and work to get 
them to take the responsibility for self-correction. 



SIXTH GRADE LANGUAGE 185 

GENERAL STUDY NINE— ORCHARD AND 
WILDWOOD 

The central purposes of this study on Orchard and 
Wildwood are: 

1. To give good language practice in speaking and in 
writing. 

2. To cultivate an appreciation of trees from the practical 
as well as from the aesthetic viewpoint. 

3. To promote the proper observance of Arbor Day. 
Two weeks or more may be spent profitably on this 

study. The time between April first and April fifteenth 
seems to be the best period for the lessons. 

From this study should come an attractive and helpful 
Arbor Day program. 

To prepare for the study the pupils should help the 
teacher in gathering : 

1. Books that tell of lumbering, fruit growing, the tur- 
pentine, the rubber, and other tree industries. 

2. Pictures illustrative of these industries, parks, and 
forests. 

3. Specimens of wood, leaves, and blossoms from trees. 
The following plan suggests how the lessons may be 

carried forward with the desired results : 

First Week. Tales and Written Sketches about Trees 

For the Recitation For the Study Period 

Talking about trees. Let the pupils choose some 

Study the poem and the para- tree they know best and 

graph given in Exercise 75 write its story. One class, 

and lead the pupils to ex- in carrying out this exer- 

press their own thoughts cise, produced a series of 

freely about ''Our Friends, tree autobiographies. One 

the Trees." boy's story is given below. 



i86 LIVE LANGUAGE LESSONS 

Reading tree stones to class- A spelling study on names of 
mates. trees. 

THE RED PINE'S STORY 

I am a tall, straight, strong red pine. For forty years I have been 
growing, growing, growing on the side of a high mountain in Wyoming. 
I have seen many interesting things during my life. 

One day a hunter killed a big bear right by me. He shot three times 
before the fierce animal fell dead. One of the bullets hit me. It is 
buried in my side. 

Another day a great snowslide came crashing and roaring down the 
mountain. I thought my days were ended, but luckily it did not reach 
our grove. 

The squirrels and chipmunks frolic in my branches, I give them pine 
cones to eat. They chatter their thanks to me. 

Some day I know I shall be cut down. If I am, I hope I may be made 
into a mast for some good ship and sail around the world. I am sure I 
should make a fine mast for I am as straight as an arrow and very strong. 

Zest may be given to the spelling study by having 
the pupils make, without help, a tree alphabet; as follows: 

A. Ash, apple, apricot, almond, and other trees. 

B. Beech, butternut, balm-of-Gilead, and other trees. 

The pupil who can arrange and spell correctly without 
help the largest number of names of trees wins this game. 

Tales of forest fun and other Prepare from books and 

tree experiences. Follow other helps little lectures 

the suggestions in Exercise about lumbering, gather- 

76. ing turpentine, fruit grow- 

Talks on useful trees. Two ing, and other tree indus- 

recitations or more may be tries. Use topics in Exer- 

given to this work. cise 77 or others like them 

If the class is large each pupil as titles. 

may make but one brief More reading about trees, 

talk; if small, each pupil gathering pictures of work 

may give two or more among trees. 



SIXTH GRADE LANGUAGE 187 

short talks or one longer Mount these on large card- 
one, boards for use in talks. Or 
Let these talks be as original prepare to use in reflecto- 
as possible. Use the books scope if a good one is 
only to help the first-hand available, 
knowledge the pupil may The idea is to have the pupils 
possess. give real lectures clearly 

illustrated in the best pos- 
sible way. 

Second Week. Reading and Creating Stories, Plays, and 
Poems about Trees 

Under the stimulus of the real motive of preparing an 
Arbor Day program, the pupils should produce some 
excellent results here. 

Lesson i. Descriptions of Trees 

These may be given in prose or verse. Let the pupils 
express their appreciation of ''Our Friends, the Trees," 
freely and naturally, in whatever form they may choose. 

Lesson 2. Reading Stories and Poems about Trees 

Blend the language and reading lessons here, by 
having a socialized story and poem study. Each pupil 
may be given one of the tales or the poems suggested in 
Exercises 79 and 80 and may prepare to tell the story 
or to read the poem before the class. 

Any of the selections may be taken up by the class as 
reading- language study. For suggestions on reading see 
''Woodman, Spare That Tree!" Studies in Reading; 
Sixth Grade, page 41. 



i88 LIVE LANGUAGE LESSONS 

Lessons 3 and 4. Working Out a Tree Play 

Using the outline given of ''Old Pipes and the Dryad '^ 
in Exercise 81, let the pupils complete and practice the 
play. 

Lesson 5. The Father of Arbor Day 

A study here may be made of the life of J. SterHng 
Morton, to whom is due the credit for the holiday that 
has helped so much to cover America's plains with trees 
and to protect and to preserve our woodlands. 

The Arbor Day program should follow the suggestions 
given in Exercise 82. 

GENERAL STUDY TEN— BEGINNINGS IN 
COMPOSITION 

A condensed summary and practical review of the 
lessons in elementary composition work is given here. 

Two or three weeks, as time permits, should be given 
to these review studies. They represent the minimum 
essentials necessary for the completing of the sixth 
grade. 

In giving these reviews the teacher should first get 
the pupils to check up their own faults. Following the 
suggestions in Exercise St,, let them ask themselves the 
following ten self- testing questions: 

1. Do I stand erect when I speak? 

2. Do I look into the faces of my hearers? 

3. Do I make clear and complete sentences? 

4. Do I stick to my subject? 

5. Am I careful in my choice of words? 

6. Do I enunciate my words distinctly? 



SIXTH GRADE LANGUAGE 189 

7. Am I neat in my written work? 

8. Do I spell correctly? 

9. Do my fingers follow the rules of punctuation and 
capitalization that I know? 

10. Do I leave proper margins and indent my para- 
graphs correctly? 

The foregoing general test questions should be followed 
with special reviews as suggested in Exercises 84, 85, 86, 
87, 88, and 89. 

Just what amount of time shall be given to any one 
of the types of work suggested in these exercises must 
be determined by the needs of the class as revealed in 
oral and written expression. ".,[ 

Teachers should make sure that the tests and drills 
are aimed straight at the "trouble spots." The following 
outline gives the most important objectives in these 
reviews. 

I. Vocabulary Work 

Overcoming the "Slang Habit" 

It is difficult to determine the exact progress of the 
pupil here. A somewhat satisfactory estimate of his 
growth may be made: , 

1. By testing his ability to call up choice, live, usable 
words that meet everyday needs. Use here the directions 
and questions found in Exercise 84. Increase these exercises 
also if necessary. 

2. By observing the playground speech and ordinary talk 
of the pupil. Pupils should be given clearly to under- 
stand that careless, slovenly language will count against 
promotion. 



IQO 



LIVE LANGUAGE LESSONS 



II. Enunciation and Pronunciation 

The tests and drills here should be aimed at the 
following objectives : 

I. Overcoming "Jaw Laziness" 



just 


for 


was 


window 


can 


nor 


what 


fellow 


get 


or 


cause 


yellow 


catch 


from 


because 


mellow 


shut 


on 


pause 


tallow 




2. Overcoming 


"Tongue Tightness" 


this 


with 


swept 


honest 


that 


three 


wept 


finest 


these 


throw 


kept 


kindness 


those 


thick 


crept 


sweetness 




3. Overcoming "Lip Laziness' 


•> 


when 


where 


flip 


puff 


while 


whether 


flit 


papa 


whip 


what 


fling 


pickle 


which 


whistle 


flew 


pop 




4. Cultivating Resonance 




running 


ringing 


soon 


httle 


going 


singing 


moon 


brittle 


walking 


bringing 


tune 


whittle 


hopping 


whipping 


noon 


settle 




5. Overcoming the "Hurry Habit" 


give me. 


This will do. 


Did you? 


Let her. 


let me. 


That will do. 


Could you? 


Let him. 


see me. 


Those will do. 


Would you? 


Let them, 



SIXTH GRADE LANGUAGE 191 

The *' hurry habit" is the mother of many of the 
troubles in enunciation. Pupils should be trained to 
"speak the speech trippingly" not hurriedly and 
nervously. 

The following sentences from sixth grade papers 
illustrate typical faults in punctuation: 

1. When we were riding back they said lets have a race. 

2. I had a dime and wanted to ride on a street car my 
brother said he didn't want to ride and I was too little to go 
alone but I went alone 

3. One day when I was playing in the road I heard some 
body saying whoa whoa, and I looked around and saw a 
team coming right my way. 

4. One of the boys in fun pointed the gun at the other 
boy the trigger caught on the boys suspender and the gun 
went off. 

5. But the children would not listen one day a boy fell 
and went through the ice and was saved by a log when they 
pulled him out he was most frozen he was taken to the nearest 
house and means of respiration was used and he was saved. 

The foregoing sentences came from pupils who Have 
been taught and retaught the rules governing the use of 
capitals, periods^ quotation marks, and apostrophes. 
Where then lies the trouble? It would seem to be right 
here. The pupils were not made to feel the meaning of 
the rule. It did not carry over into their practice. 

In drilHng on these rules, the teacher should make 
exercises from the pupils' own papers until they connect 
the teaching with their own practice. Let them help find 
sentences in their own compositions and note books to 
illustrate certain rules. Stimulate self-effort and seK- 
correction. 



192 LIVE LANGUAGE LESSONS 

III. Capital Letters and Punctuation 

The rules given in Exercise 87 are offered as "minimal 
essentials** for promotion from the sixth grade. 

The main test here also is the written work in all 
classes. 

Special drill tests on any and all rules suggested in 
Exercise 87 should be used only as need requires to 
determine the pupil's readiness for promotion or to 
reinforce him on any special rule. He should be given to 
understand that daily practice in using the rules counts 
most towards promotion. 

IV. The Paragraph 

The ability of the pupil to put his thoughts into cor- 
rectly arranged paragraphs is also the chief test here. 

The pupils in this test were led first to talk, then to 
write about ''The Cost of Carelessness." (See Section 
III, page 321, ''The Discovery Lesson.") 

The papers were taken uncorrected directly from the 
class, graded according to the scale represented by the 
samples here given. There were: 

2 A's; 10 B's; 18 C's; 7 D's; 5 E's. 

This result represents a little better than the average 
of the results that have come from this same test given 
the country over. It is not, however, better than should 
be expected from sixth grade pupils. A greater per- 
centage of A, B, and C papers should be produced. 



SIXTH GRADE LANGUAGE 193 

Sixth Grade Compositions — Produced 
During Test 



^^^^&5ei^...«<>^.^«:<^,.<r:^,,4?;^.v>^ -yf^A^z^ ,.^<y^t^c-<i^ A^i.^ ^ ,,,4,^^^ 
-<i^-<z-<?*^A<f, (JyAcy^ yOca^ayn/ /<^^c2^ -^z-^z^si jCAl. -d-^y. a-o^Jlo^ ^^cfo^rz, ^ 



The above composition has "A grade" spirit, but is lacking a little 
in mechanical excellence. It should be graded A minus; but it is the 
best all round composition that came from this test. 



yVnj?^ ^xxx^n^. (2:-c<5^ xxXi/ --^2^C€_ y^x^^yiyuy ./-£!5>6-'V>i^ 

J yru. yoC&<>t^n^ Mo^^'JyO ^ ^-n^^aAyo^ .^z-lxi y(z^ yA^^^x^i^ 
yn^ed^ ..y^yt^o-'^'^yn^ ?yo-<y,yt^ __^yA^ yri<^y><^ yCi/ ^-v-ixo^ 

The above composition is clear and correct, but is lacking some- 
what in spirit. 



194 LIVE LANGUAGE LESSONS 

The above composition is lacking somewhat in life and in correct- 
ness. 

The above composition is clear, but full of mistakes. 

^"P^ v.**- ,^^^-r-c;^<S-7-JL- ..-^^y-t^-C^ ^^^^-ujV^ ^^^l.-t^:'^-^^ ,;^ 




r ^^s:^^a^€^^<^:-'2:-^ 




The mechanical errors in the above make it difficult to read. It 
shows an immaturity below the sixth grade. 



SIXTH GRADE LANGUAGE 195 

GENERAL STUDY ELEVEN— BEGINNINGS 
IN GRAMMAR 

A review of the essentials in elementary grammar is 
made the basis of this study. It will serve both as a 
summary of all such lessons previously given and as a 
foundation for the work to follow. 

Three or four weeks may well be spent on this study. 

First Week. Sentence Studies and Parts of Speech 

1. Kinds of sentences according to use. 

2. Subjects and predicates. 

3. The parts of speech. 

Definite exercises are given in the text on these 
phases of the work. Teachers may vitalize these lessons, 
and increase the drills to the extent necessary to fix them 
by having each pupil : 

1. Clip from the newspapers a brief news story of interest 
and pick out the verbs in the article. 

2. Bring in well written advertisements which show an 
effective use of adjectives. 

3. Find in a magazine a short story and pick out the 
adverbs or the conjunctions or the prepositions. 

4. Study a composition of his own and tell what parts of 
speech and what kinds of sentences it contains. 

Second Week. Spelling and Using Plural and Possessive 

Forms 

The exercises given under Exercise 92 give definite 
guidance for two or three days of good review and testing 
work. 



196 LIVE LANGUAGE LESSONS 

Supplement these studies, if time permits, by: 

1. Having the pupils write a Hst of fifty or more common 
plural forms found in advertisements. 

2. Having them bring in, from papers or magazines, ten 
or more sentences wherein singular or plural possessives are 
correctly used. 

3. Write brief compositions on simple live topics wherein 
such forms might be used frequently. 

Care should be taken in this drill not to confound 
possessive forms with plurals. A common error is to 
write such forms thus. The Ladle's went to the store; 
or, Marys hat was torn. 

To overcome this it is well not to drill on plural and 
singular and possessive forms separately, but rather 
in their context. For illustration, dictate such expres- 
sions as: 

John's hat Three buffaloes 

The soldier's cap Five elk 

The men's coats Ten women 

The hunter's cabin Eight horses 

Third Week. The Tables of Correct Usage 
In Exercises 93 and 94 are offered some practical sug- 
gestions and drills for a complete review of the *'multi- 
phcation table of language." 

The sentences there given include most of the com- 
mon trouble-makers in everyday speech. These trouble- 
some forms arranged as follows in groups make the 
Correct-Usage Tables. 

Already these tables have been taught and drilled 
upon systematically throughout the fourth, fifth, and 



SIXTH GRADE LANGUAGE 197 

sixth grades. The purpose in re-presenting them here is 
to give the pupils a chance to check up and re-drill their 
tongues on any type forms that still give them trouble. 

These drills may be carried on in language games, in 
tongue- training exercises, or in written tests. The essen- 
tial thing to work for here is: Find the "trouble spots" 
and try to get the pupils to clear them away by positive, 
spirited self-effort. 

The type forms that give most trouble and the 
"trouble spots" among these forms are shown in the 
following drill tables. The arrangement of these drill 
tables is more or less arbitrary. They are given here in 
their order of presentation through the intermediate 
grades. Other more technical forms to complete the 
tables, will be added in the seventh and eighth grade 
work. The foregoing forms should be mastered before 
the pupil is promoted. 

Table One. Number Forms 

Is, are; was, were; has, have; comes, come; go, goes; 
this, these; that, those. 
We were going. Are the boys going? 

Were you there? Here come the girls. 

Have the men come? There go the soldiers. 

Table Two. Principal Parts — Group One 

Ring, sing, run, begin, drink, bring, spring. 
The bell rang at nine. Has the bell rung? 

She sang sweetly. Has the chorus sung yet? 

The boy ran home. He has run away. 

He began promptly. They have begun work. 



LIVE LANGUAGE LESSONS 



He brought the paper. Have you brought the water? 

The deer sprang out of sight. It has sprung over the log. 
Drill on the past and past participial forms here. 

Table Three. Principal Parts — Group Two 
Throw, blow, fly, grow, know, draw. 
He threw the ball. He has thrown away his 

The wind blew down houses. chances. 

The bird flew into a pine It has blown every day. 

tree. Have the birds flown south? 

I knew he would not come. How long have you known 
He drew a clever cartoon. him? 

Have you ever drawn a 
cartoon? 
Drill on the past and past participial forms here. 

Table Four. Contractions 

I'm not going. It doesn't matter. 

Am I not wanted? He hasn't come. 

Aren't you going? They haven't called. 

She isn't coming. I don't want to go. 

Table Five. Principal Parts — Group Three 
Do, go, see, come. 
He did it, she did it, we did it. 
They have gone. Has he gone? 
He came to-day. We came yesterday. 
I saw you. Have you seen the boys? 
Special emphasis should be placed on these four common 
mischief-making verbs. 

Table Six. Transitive and Intransitive Forms 
Lie, lay; sit, set; rise, raise. 
Lie down and keep still. " Sit down" he ordered. 

He lay on the couch. I sat still. 



SIXTH GRADE LANGUAGE 



199 



He has lain there an hour. 

It is lying on the chair. 

Rise and follow me. 

The sun rose early. 

The book is lying on the 

desk. 
He is sitting on the porch. 
He rose late. 
Lie down and take a nap. 

He has lain down. 



You have sat long enough. 

He was sitting in the arm 
chair. 

Has he risen yet? 

The moon is rising. 

I lay on the sofa reading. 

I have sat here an hour, 
waiting for you. 

The sun rises at six to-mor- 
row. 

The sun had risen. 



Table Seven. Principal Parts — Group Four 

Eat, write, take, break, bit, drive, ride, steal, freeze, give, 

choose. 



He ate heartily. 
I wrote yesterday. 
He took my pencil. 
I broke the pitcher. 
The cat bit the baby. 
They drove recklessly. 
I rode the pony. 
He stole the melon. 

It froze the pipes. 
I gave him a dime. 
I chose blue silk. 



Have you eaten dinner? 
Have you written to mother? 
He has taken my pencil. 
He has broken his arm. 
It has bitten him twice. 
Have you driven a horse? 
Have you ridden a pony? 
The thief has stolen my 

purse. 
The pipes are frozen. 
They have given the signal. 
Has she chosen her dress? 



The past participial form of most of the foregoing 
verbs is the "trouble spot." Aim the drills mainly to 
train pupils to use that form correctly. 



200 LIVE LANGUAGE LESSONS 

Table Eight. Needless Words 
Have got, John he, this here, that there, hadn't ought, 
kind of a. 

Have you a knife? This apple is sour. 

Has he his lesson? That train is late. 

I have to go. He shouldn't go. 

John goes to school. He oughtn't to do that. 

Mary is going next year. That kind of cloth will wear 

well. 

Table Nine. Adjectives and Adverbs 

Run quickly. It was terribly hard. 

Step quietly. Surely you can do it. 

Walk slowly. He does his work well. 

The proper use of common ly forms and of the adverb 
well should be aimed at in this table. 

Table Ten. Pronouns 
The five commonest type faults are dealt with here: 

1. Predicate Nominative: It is he, she, we, they. 

2. Compound subjects: Mary and I went. John and he 
went. He and I went. 

3. Appositive subjects: We boys did it. We girls went. 

4. Elliptical sentences: He is no better than we, she, 
they. 

5. Interrogatives : Whom did you see, tell, ask, invite? 

Compound and appositive expressions used accusa- 
tively take accusative forms as: They saw John and me. 
They spoke to us boys. 

Table Eleven. Prepositions and Conjunctions 

He fell into the creek. It fell off the house. 

Divide it between the two. Where are you going? 



SIXTH GRADE LANGUAGE 201 

It was among the trees. It is behind the piano. 

I will not go unless you do. Where was he? 
Is he at home? 

To clear away the misuse of in for into, between for 
among, without for unless, to for at ; and also the need- 
less use of prepositions; as, off of, or off from, going to, 
in back of. Where was he at? and other similar ex- 
pressions is the objective of this drill table. 

Table Twelve. Miscellaneous Mischief-Makers 
The sack busted. I heard him say so. 

They brung it home. It's a sorry crop. 

He drug the rope. Leave me do it. 

He dumb the ladder. He hurt hisself. 

He can go (for may go). It's our'n, your'n, ther'n. 

In this "carry all" table, the various common vulgar- 
isms and localisms not specifically dealt with in the other 
tables should receive attention. 

The central purpose of all this drill work should be 
kept clear: Stimulate in pupils a proper pride in correct 
usage, and help them to help themselves clear their 
tongues of the common errors in speech. 



LANGUAGE AIMS IN THE GRAMMAR GRADES 

The central purpose of language work is exactly the 
same for the grammar grades as that for the inter- 
mediate and the primary grades. To train the pupil 
more effectively to express himself, not for the sake of 
expression, but for the sake of service, is the guiding 
thought in every live language lesson. 

Some distinctive changes, however, in materials and 
in method rightly mark the work planned for the seventh 
and eighth from that of the grades below. Pupils, enter- 
ing this period are ready by nature and by training for 
more searching studies in the essentials of effective 
speech. Such studies are provided for them in the live 
language courses, as is shown in the following summary : 

1. The composition work is still connected closely 
with the learner's daily life interests. Oral and written 
lessons are so correlated as to reinforce each other. The 
emphasis is kept on oral work, but written composition 
is given steadily increasing attention. 

2. The composition projects are enlarged and 
enriched. Such worth-w^hile language activities as the 
following are provided: Studies in Story Telling; 
Gathering and Preserving Local History Stories; Making 
Little Lectures on Industrial Subjects; Creating School 
Newspapers; Giving Travel Talks; Debating on Live 
Subjects; Creating Poems, Stories, and Plays. 



LANGUAGE AIMS IN GRAMMAR GRADES 203 

3. Vocabulary building through more searching 
word studies is carried on. A definite effort is made to 
overcome the slang habit by developing a command of 
many choice and effective expressions for everyday use. 

4. Less direct attention is given to ''The Correct- 
Usage Tables." The main effort now is definitely directed 
towards cultivating a ''sentence sense." This means 
that pupils shall be trained to say one thing at a time. 
Each sentence carries one main thought. 

To develop a sure "sentence sense," means to culti- 
vate the Five Senses in Sentence Building, as follows: 

a. The sense of unity. Saying one thing at a time. 

b. The sense of subordination. Overcoming the "and" 
habit. 

c. The sense of discourse. Using quotations effectively. 

d. The sense of emphasis. Placing parts of the sentence 
rightly. 

e. The sense of modification. Keeping modifying elements 
where they belong. 

5. Definite lessons in paragraph structure and the 
organizing of longer, well rounded compositions are 

provided. These lessons are motivated by being con- 
nected with real life work. 

6. A systematic study of the essentials of grammar 
from the use viewpoint is given. 

7. The spirit of authorship is cultivated through 
studies wherein language and Kterature are properly 
blended, and also through creative work in story teUing, 
writing poems and plays, and making descriptive sketch 
books. 



204 LIVE LANGUAGE LESSONS 

8. Fluency with accuracy is still the watchword. 
Spontaneous, original self-expression, within the limits 
of good form and in accordance with right principles, is 
the objective kept constantly in view. The aim is to 
train the grammar-grade pupil to use speech not only 
with ease but with the sureness that comes from a clear 
knowledge of the essentials of effective language. 

The foregoing aim achieved, the pupil has a sure 
foundation not only for further work in school, but if 
need should call him away from his studies, for the work 
of life. 



SEVENTH GRADE LANGUAGE 

Live Language Lessons — Third Book, Part One* 

The work for this grade is about equally divided 
between two types of lessons: 

1. Socialized studies in oral and written composition. 

2. Motivated lessons in paragraph and sentence building, 
correct-usage drills, punctuation, and enunciation exercises, 
and vocabulary work. 

General Outline 
The course is planned in eight main divisions, arranged 
with subdivisions as follows: 

I. Stories and Story Telling (September) 

a. Introductory studies on language and story telling. 

b. A story hour on ''Old Time Tales." 

c. Stories of our country retold and rewritten. 

d. Studying stories from master writers. 

e. Original stories from everyday experience. 

2. How to Tell a Story (October) 

a. Finding the story: (Choosing apt titles). 

b. Making the story move. (Overcoming "and" habit 
and like faults.) 

c. Finding Kfe-giving expressions. 

d. Using quotations effectively. 

e. Keeping indirect quotations clear. 

f. Practical studies in paragraph building. 
*Also Advanced Book, Part II. 

205 



2o6 LIVE LANGUAGE LESSONS 

3. Local History Stories, Sketches, and Plays (November) 

a. Gathering Grandfather and Grandmother stories of 
early days. 

b. Writing biographies of parents and other local people. 

c. Writing autobiographies and diaries. 

d. Historical sketches of the local community. 

e. Creating historical plays and pageants. 

4. Creating Sketch Books (December) 

a. Studies in word-painting by artist-writers. 

b. Original descriptions of local and other scenes. 

c. Making word pictures of persons. 

d. Finding choice, descriptive words. 

e. Studying picturesque comparisons. 

5. Practical Studies in Sentence Structure (January) 

a. Sentences according to form and use. 

b. Applied study of simple sentences. 

c. AppHed study of compound sentences. 

d. Applied study of complex sentences. 

e. Practical exercises in sentence building. 

f. Practical studies in sentence clearness. 

g. Punctuation of sentences. 

6. Homes and Home Making (February) 

a. Descriptions of picturesque homes. 

b. Practical talks on home work. 

c. Compositions on cooks and cooking. 

d. Little lectures on food production. 

e. Studies in home entertainment. 

f . Talks on books for home library. 

g. Creating plays for the home. 



SEVENTH GRADE LANGUAGE 207 

7. Words and Their Ways (March) 

a. Confidential talks on the "slang habit." 

b. Exercises aimed at overcoming the ''slang habit." 

c. Studies in word accuracy. 

d. Correct-usage lessons and drills. 

e. Getting the "dictionary habit." 

8. The Poet and His Art (April) 

a. Old tales of the first poet. 

b. Studies in the poet's art. 

c. Sound and sense in words. 

d. Exercises in enunciation. 

e. Voicing literature. (A literary recital.) 

f. Simple studies in verse forms. 

g. Creating original verse. 

9. Review (May) 
General Suggestions 

A maximum course in the Third Book includes all 
exercises from i to 99. For a minimum course, where 
such must be given, as in short-term and ungraded 
schools, the following exercises may be omitted: 4, 5, 
17, 25, 29, ss, 36, 49. 57, 58, 69, 74, 78, 92, 94, 96, 99. 
The course given in the Advanced Book is a minimum 
course. 

The emphasis is given to oral expression. Written 
work, however, receives increased attention. These two 
types of composition are closely correlated throughout 
the course. 

Observe that the composition projects connect with 
literature, history, nature study, geography, and the 



2o8 LIVE LANGUAGE LESSONS 

industrial, thrift, health, and social studies. The course 
is purposely left flexible to admit various subjects of 
vital current interest. 

Special Aims for the Seventh Grade 

In addition to the practical work in composition with 
its accompanying general needs, the effort in the seventh 
grade should be specially directed towards : 

1. Cultivating a sure ''sentence sense." 

2. Overcoming the ''slang habit." 

In working for a "sentence sense," definite attention 
should be given to training the pupil in the following 
phases of that work: 

a. A sense of unity. (Saying one thing at a time.) 

b. A sense of subordination. (Overcoming the "and" 
habit.) 

c. A sense of quotation. (Using direct and indirect quo- 
tations effectively.) 

The sense of modification and that of emphasis may 
receive some attention also; but special work on these 
will be given later. 

In the fight against slang, the effort should be made 
(i) to create a proper pride in clean language; and 
(2) to build a choice, live vocabulary. 

The lessons on sentence building and on vocabulary 
work should be connected constantly with real life 
lessons. 

A "sentence sense " can best be gained by studying the 
sentence in its relation to paragraph building. These 
paragraphs should express, for the most part, the pupil's 



SEVENTH GRADE LANGUAGE 



209 



own thought. Model sentences and paragraphs should 
be studied occasionally, but always with the view to 
helping pupils build better sentences and paragraphs of 
their own. 

The effort to find choice words will also bring best 
results when the pupil is led to feel the need for such 
words in his own expression. 

In a word, all of this work should be, not formalized 
but vitalized. 

THE OPENING STUDY. CHANNELS OF 
EXPRESSION 

In the "Parable of the Mountain Spring" given at 
the beginning of this study, will be found the spirit and 
meaning of the whole language course. The beginning 
junior high school or seventh grade pupil is here taken 
into confidence and led to discover the general value of 
language skill in his life. 

Let the parable be read and discussed freely. Its 
inner meaning may be readily brought forth by the 
pupils. The lesson should not be preached at the class. 

Enrich the discussion by having the pupils give defi- 
nite reasons showing how language helps in every walk of 
life. Let each write a paragraph or two on such topics 
as: 

The dollar value of good Business letters that bring 

speech. business. 

Good language and citizen- The riches of conversation. 

ship. How language helps in other 
Courteous speech and friend- studies. 

ship. Language and examinations. 



2IO LIVE LANGUAGE LESSONS 

Clean language and clean Language or ^'slanguage." 

clothes. 
Clear speech and clear thought. 

Many other topics that suggest the center of the 
thought to be impressed can be developed here. 

Excellent slogans to promote effective language may 
be developed from this lesson. 

It will be well also to have the pupils gather from 
business and professional men ideas on the value of a 
command of language. 

GENERAL STUDY ONE — STORIES AND 
STORY TELLING 

Story telHng is given as the opening study for this 
grade because: 

1 . It is a flexible study of common and compelling interest. 

2. It correlates closely with literature, history, and other 
subjects. 

3. It embodies various types of composition work. 

To prepare for the study, the school library should be 
drawn upon for choice story books and stories. Pupils 
may be asked to bring choice books from their home 
libraries. Pictures illustrative of classic stories, and 
portraits of noted story writers will add much to the 
spirit of the work. 

The main objective in this study is to develop skill in 
story telling. In doing this a love for choice stories will 
be cultivated- 

Stimulate originality in choice and style. A story can 
be well told only when the teller really enjoys telling it. 



SEVENTH GRADE LANGUAGE 



He should be given a chance to find the story he likes, 
and then to tell it freely in the spirit as he feels it. A 
rich selection of story titles is offered. Add to these other 
choice ones, if necessary. 

Three or four weeks may well be given to the work 
which is planned in general as follows: 

First Week. Introductory Studies and Old-Time Tales 

This study offers opportunity for a refreshing review of 
classic stories. 

Let each pupil choose the tale that has charmed him 
most in childhood. Re-read and practice telling it before 
little folk at home or on the playground. When the 
stories are ready, have A Story Hour. 

The size of the class will determine the method of 
giving these story hours. If the class is large, it may be 
divided into various groups to multiply the opportunity 
for oral practice. 

Several story hours, one dealing with Fairy Tales, 
another with Fables, another with Myths, another with 
Historical Tales from other lands, may be given, if time 
permits. Some of the choice stories that lend themselves 
to easy dramatization may be played. 

Second Week. Historical Tales 

A main objective here is to cultivate the spirit of 
patriotism. Stories from our own country and those 
from other lands that breathe a love of country should 
be given place. 

The emphasis in this study may well be given to 
written work. To stimulate greater interest, let each 



212 LIVE LANGUAGE LESSONS 

pupil select a story from a given group and develop it as 
part of a cycle of choice stories expressive of true 
Americanism. 

Add to the story list given in Exercise 3 any more 
recent hero stories that have come out of the world war; 
as, The Lost BattaKon, Sergeant York, and stories of 
other heroes. 

Third Week. Stories from the Masters 

Language and literature may be closely correlated 
here. 

The stories given are those that every seventh grade 
pupil should know. Opportunity is offered now to check 
up the pupils' literary studies and reading, and to round 
it out by retelling familiar tales and reading new ones. 

Other stories than those given should be added by the 
teacher. Again pupils should be permitted to select tales 
they wish to retell. 

Fourth Week. Everyday Stories 

The chance is here given to exchange real experiences, 
and to create attractive original stories for others to 
enjoy. 

The story studies from Franklin and Irving illustrate 
clearly how common incidents of life may be worked over 
into literary tales. 

Fluency with accuracy is the watchword. Keep the 
story alive and keep it clear. Watch the forms of speech, 
but give the spirit of the story first attention always. 



SEVENTH GRADE LANGUAGE 213 

GENERAL STUDY TWO— HOW TO TELL 
A STORY 

This study makes clear some of the simple principles 
that underlie the art of story telling. 

Out of the study should come motivated lessons and 
drills to help the learner: 

1. Acquire a surer ^'sentence sense." 

2. Enrich his vocabulary with choice, live words. 

3. Build unified, well organized paragraphs. 

Three weeks or more may be spent in working for 
these important results. The following is a general plan 
of action with practical suggestions to guide teachers in 
promoting this work. 

First Week. Story Titles and Story Movement 

Choosing Titles. Choosing titles is an exercise of 
deeper significance than it may seem at first thought. 
To find the fitting title is to find the heart of the story. 
Pupils need practice in discovering stories worth telling, 
not only in their own lives and in other lives, but in 
books and in newspapers and magazines. 

The effort should be to get the true title and to keep 
the tale true to its title. 

The exercises suggested in the text may readily be 
increased. The pupils will enjoy a socialized study of 
moving picture titles and news story headlines from the 
viewpoint just given. It will be of practical value to 
help them to distinguish between the flashy and false 
titles that mislead people, and those that are true. 



214 LIVE LANGUAGE LESSONS 

Story Movement. Making the story move gives 
motivated practice and study in sentence building. 
Pupils need in language, above all else, ability to take 
one sentence step at a time and to take it towards a 
given objective. Here are inviting exercises aimed at 
cultivating such skill. The lessons include: 

1. The study of well built, simple stories that move with 
steady steps. 

2. Practice in building original stories with this definite 
suggestion in mind: Make every sentence carry your story 
forward. 

3. Exercises to overcome the ''and," ''ur," "why-u," 
"well-a" and other *' halting habits." 

Special attention should here be given to overcoming 
the ''and" .habit. Attention has been given to it in 
previous lessons. 

By this time the "and" habit should be largely, if 
not entirely, mastered. The "and" habit is the coordi- 
nating habit. It represents the first step up from the 
simple sentences of babyhood. Children talk first with 
simple words, then they make simple phrases or sen- 
tences. When they begin to use conjunctions they almost 
always use "and." 

Some teachers in trying to overcome the "and" habit 
teach pupils to "leave out the 'ands. ' " This is not 
right. "And" at times is just the conjunction to use. 
Pupils should rather be taught when "and" is properly, 
when improperly, used. 

"And" is properly used when it connects words or 
groups of words of equal rank within a given sentence. 
The word "and" may be said to be like the arithmetical 



SEVENTH GRADE LANGUAGE 215 

sign=. For illustration take the sentence, I went down 
the street and over the bridge. And here is properly- 
used since the phrase down the street = over the bridge, 
in grammatical importance. 

But what about the use of and in the following typical 
sentence from a grade pupil, I was running down the 
street and I stumbled and fell. As the sentence is con- 
structed, I was running down the street equals in gram- 
matical importance, I stumbled and fell. 

Is the first and properly used? How shall it be cor- 
rected? The sentence may be rebuilt in several ways: 

1. As I was running down the street, I stumbled and fell. 

2. While running down the street, I stumbled and fell. 

3. Running down the street, I stumbled and fell. 

In overcoming the "and'' habit the "sense of sub- 
ordination" in sentence building is cultivated. 

The exercises suggested in the text under story move- 
ment should be enriched by gathering from the pupils' 
stories sentences that illustrate the "and" habit. Each 
set of papers will probably contain many such sentences. 

Write several of these on a sheet of paper. Tear the 
paper into slips, each slip containing a sentence, and 
have these sentences copied on the board for class study 
and correction. An occasional exercise of this kind will 
do much to eliminate the '' and " habit from written work. 

To rid oral work of the "and" habit is more difficult. 
Tactful help while the student is building oral sentences 
in simple story telling, will assist him greatly. Let him be 
taken into confidence and set working against the habit 
intelligently and right results will come in time. 



2i6 LIVE LANGUAGE LESSONS 

Second Week. Making the Story Lifelike 
Choice of Words. The guiding thought here is to 
fight the *' slang habit" not by prohibition but by sub- 
stitution. Life-giving, expressive words the pupil must 
have. If he is not helped rightly to find them, he is 
most likely to leap to slang. 

A study of selections from Mark Twain and Washing- 
ton Irving is offered. How do these and other effective 
writers put life into their language without using slang? 
Chiefly in two ways: 

1. By turning old words to new uses; as, "burning 
desire;" ''the contrary foot." 

2. By using effective idioms; as,, ''to streak by," "dead 
level," "came to a stand," "gathered up." 

This study of author's life-giving expressions may be 
enriched in various ways if necessary. The most effective 
means, however, of stimulating a pride and of cultivating 
skill to find choice, alive expressions will be found in 
leading the pupils to create word pictures of their own. 
The blank-filHng work in Exercise 1 2 offers an excellent 
way to do this. The pupils own stories may also be 
restudied and improved from the diction viewpoint. 

Conversation in Stories. The following instance 
shows clearly the importance of cultivating a ^'quotation 
sense" in pupils: 

Out of 315 story compositions taken from sixth grade 
pupils in twelve states only three were found wherein 
quotations were used both correctly and intelligently. 

Why teach quotations? Mainly for two reasons: 
(i) to help the pupils put life into their stories; and 
(2) to help them keep the quotations clear. 



SEVENTH GRADE LANGUAGE 217 

The quotation is most frequently found in stories. 
For this reason, a study of this type of sentence may be 
given meaning and motivation best in connection with 
real story telling. The exercises suggested are so clear 
and definite as to need no further explanation. They 
may readily be increased. Excellent practice in using 
quotations will be found not only in fables, but in 
retelling jokes. 

Plan here A Funny Story Hour. Let the pupils 
write their stories and submit them to the teacher for 
correction. Here is opportunity for good practice in using 
quotations and for the much needed cultivation of a 
sense of humor. 

Third Week. Paragraph Building 

A study of the narrative and of the conversational 
paragraph is here emphasized. Two points are kept 
clear: 

1. The paragraph should have unity. 

2. Paragraphs should be naturally and closely connected. 

Prose stories from the readers, and well built stories 
from other books, should be used to enrich the work. 
Constructing paragraphs around simple close-to-Hfe 
topics such as those given in Exercise 21 will also prove 
most helpful in driving home the main point in the study. 

The teacher should remember that the foregoing plan 
is only suggestive. The time divisions given are flexible. 
If more or fewer lessons are needed on any phase of the 
work, they should be given. Three or Four weeks may 
well be spent on the study. 



2i8 LIVE LANGUAGE LESSONS 

GENERAL STUDY THREE- 
PIONEER HISTORY STORIES AND SKETCHES 

This project brings language and history into close 
correlation. It offers an inviting opportunity for the 
pupils : 

1. To give real service to their community by helping to 
gather and preserve its local history. 

2. To learn the choice stories of their parents, grand- 
parents, and other people close to their Hves. 

3. To get excellent practice in telHng and writing real 
life stories. 

November is a good time to give to this work. Dur- 
ing this Thanksgiving month, the fireside story spirit is 
strong. Americans at that time naturally think of the 
Pioneers and Pilgrims. Any month, however, may well 
be spent working out this worthy project. 

Three things may be done to add zest to the study: 

1. Make a rehc corner in the classroom. 

2. Decorate the walls with appropriate pictures. 

3. Gather books and other reading material on pioneer 
life. 

The main objective should be kept clear. Lead the 
pupils to appreciate the local history stories and help 
them to tell them well. 

The following type of work, suggested in the text, may 
be taken up in the order given. Several lessons in oral 
and in written expression will be needed to develop 
properly each type of work. 

Grandfather and Grandmother Tales. This general 
subject is flexible. It means old folk stories and other 



SEVENTH GRADE LANGUAGE 219 

experiences. The purpose is to give the pupils oppor- 
tunity to find and to give first in oral form, then in 
written form, one or more choice original stories close to 
their lives. 

Story-books may be produced containing any of the 
following groups of tales or others like them: Indian 
Tales; Pioneer Stories; Soldier Stories; Emigrant Experi- 
ences; Old Relic Tales. 

The nature of the community must determine the 

special nature of the stories. The following is a story 

produced and illustrated by pupils of a certain seventh 

grade. It illustrates what may be done with this 

project. 

COMING OF THE PIONEERS 

One day in October a train of covered wagons came winding like 
long yellow caterpillars through the Pine ridge. They slid down the 
last ridge, forded a stream and halted in the valley where Chadron now 
nestles. That night the fires of this camp marked the site of a great 
town and the men and women who slept there were literally the " First 
Citizens" of that place. For many years afterwards it retained the 
original smell of axle grease, apples and the fermented juice of the corn. 




Coming of The Pioneers 

These rolling plains were not going to lie un-occupied long for 
thousands of pioneers came to Nebraska to seek great fortunes when 
the Homestake mines were opened. To reach these mines the caravans 
followed trails across the state. One known as the Sidney trail followed 
the Platte river to Sidney, then north to the Black Hills. The other 



2 20 LIVE LANGUAGE LESSONS 

went from Omaha, following the Elkhorn river to about where Chadron 
now stands. Here it turned north to the Black Hills. This is known as 
the Black Hills trail. 

The pioneers endured many hardships, as fighting the Indians, suffer- 
ing cold and needing supplies which had to be freighted many miles. 
The Indians were their worst enemy. They did not like to see the 
pioneers coming and taking their land, which they had owned so long 
for hunting grounds. 

When first arriving at their destination the eye of the pioneer beheld 
the forests and hills. The men began right away to get their cabins built 
before it snowed. In the meantime they slept in schooners until their 
cabins were built. While the men were busy cutting the trees and 
clearing a spot the women and children were making rude furniture for 
their cabins. 

On rainy days the children would gather together and have great 
sport making pegs, which were used as nails. Their game was to see 
which one got the most pegs made. 

At first there was no school buildings but a teacher went from house 
to house and taught the children lessons. But there was a dissatisfaction 
among the people so they started schools. 

Naturally little towns flourish. Among them was Chadron. In 
nineteen hundred you could not have seen a trace of the little backwoods 
town any more. Chadron is now a great center connected with all her 
neighboring towns. 

— Jeannette Landis. 

Real Letter Writing lessons may be readily planned as 
a part of the written work connected with this project 
by having: 

a. The pupils write to grandparents or other old friends 

living in other places for some good story of their lives. 

b. An exchange of pioneer stories between classes in 
different communities. 

Each pupil should write a letter containing a good 
story he has found, and ask the pupil to whom he writes 
for a similar first-hand story. 

Biographies, Autobiographies, Diaries. This project, 
touching in a personal way the lives of every pupil, 



SEVENTH GRADE LANGUAGE 221 

makes an excellently motivated kind of language work. 
The writing of biographies of parents and of other close 
friends turns the hearts of the children to their parents 
and to others near to their lives. This work has already 
brought splendid returns. Several such biographies, 
carefully written and illustrated with sketches and 
photographs, are now treasured volumes in the home 
libraries of the pupils. The keeping of accurate family 
records has also been greatly stimulated by this work. 
Writing autobiographies and keeping diaries has also 
great value in stimulating personal record keeping and 
the observation of everyday activities in their relation to 
life. 

In promoting these general and worthy objects, how- 
ever, the teachers should keep clearly in view the 
language purposes of the work. Special attention should 
be given constantly to: 

a. Developing skill in paragraph building. 

b. Cultivating a sure sentence sense. 

c. Building a choice live vocabulary. 

In deahng with the pupils' talks and papers, let the 
corrective efforts be directed persistently against the 
''and" habit and "slovenly slang." Strive also to 
develop skill to use quotations, direct and indirect, 
clearly and effectively. 

History of Home Town or City. The possibilities in 
this project are rich and varied. There is no lack of 
material. The chief difficulty usually met is in selecting 
the main line the work shall follow. 



222 LIVE LANGUAGE LESSONS 

Several types of work have been carried out in different 
places with striking success. In one town near an Indian 
reservation, for instance, the pupils, after gathering the 
folk tales of the community, worked out a play and gave 
it on two successive evenings before a deHghted populace. 
In another town, a mining camp, the pupils gathered the 
early history tales, and for several issues filled the local 
paper with these. The editor gladly gave them generous 
space. 

Another project was worked out by the children of the 
seventh grade in the form of a play. The following is the 
result in part, with a few words from the teacher telling 
how the play was created: 

First, before we began the work of writing the play, I had the pupils 
look up the history of the first white men on Iowa soil and of the earliest 
settlers. They brought to class and discussed everything relating to 
these subjects which our libraries afforded. Then I went before the class 
at their regular language period and discussed with them the mechanics 
of play writing, particularly for the first scene, such as, the choice of 
characters; the time, place, and scene; the careful selection of the word- 
ing in the beginning, that the first scene might not only properly charac- 
terize the characters speaking but give the proper atmosphere as well. 

Next I wrote on the board, as the pupils dictated, the speech of the 
various characters in the scene. Marquette should speak first in the 
first scene since he was leader of the party. What should he say? What 
would he naturally say? Perhaps a dozen pupils expressed their opinion. 
The decision as to the best thing to say was always made by the pupils 
after hearing the discussion. Then the speech in question was written on 
the board and corrected again, if need be, as to sentence structure, choice 
of words, spelling, and grammar. 

Perhaps we did not cover much ground in one lesson but the keen 
characterization, the close criticism, the careful choice of wording, the 
intense interest of the boys and girls, and their eagerness to make their 
work perfect, was sufficient compensation for going slowly. 

Three plays were produced. I am very sure that children of any 
grade may be quickly placed on higher language levels than they have 
ever before dreamed of by the teacher's careful selection of subjects for 
this kind of work. 



SEVENTH GRADE LANGUAGE 223 

PIONEER IOWA 

Characters. Marquette, Joliet, and five followers. 
Time. June 25, 16/3. 

Scene. Landing of Marquette and Joliet on Iowa soil. 
Place. Near where Keokuk is now located. 

Act I. Scene I 
Marquette: What a beautiful scene! We are alone in this unknown 

country in the hands of God. 
Joliet: There are signs of abundance of wild game here. Our fur trade 

will surely prosper in this region. 
First Follower: Shall we find a place to pitch our tents? How would you 

like to have our tent in the grove at our right? 
Marquette: That would be a splendid place. Let us walk over there. 

What! A footprint in the sand! There must be Indians here! 

Two of you go back and guard the boat. The rest pitch our tents 

in the grove. Joliet, let us follow these footprints and find where 

the Indians are located. {Exit folloivers. Marquette and Joliet 

follow footprints. Exit Marquette and Joliet.) 

Act I. Scene II 
{Enter M. and J. at right. Indian village on the left.) 

Marquette: Look, Joliet! Are there not signs of Indians in that grove? 
And see, this seems to be a well beaten path now! 

Joliet: We must be cautious. They may see us. 

Marquette: Shall we hide in the bushes here until we are able to deter- 
mine what kind of Indians they are? 

Joliet: Look! They see us! They are coming this way! 

{All the Indians flock out of their tents. The chief and three 
braves, holding a peace pipe high toward the sun to show they are 
friendly, come out to meet the strangers. Marquette and Joliet step 
forward to meet them. The chief holding the peace pipe makes the 
sign of the cross by moving the pipe north, south, east and west. 
The Indians offer the peace pipe to Marquette and Joliet. Mar- 
quette and Joliet take the peace pipe.) 

First Chief: Indian welcome Black Gown Chief. 

Marquette: O, you belong to the Illinois tribe. 

Chief: Black Gown Chief talk Illinois? 

Marquette: Yes, I live with Indians. I talk to Indians about Great 
Spirit. Black Gown Chief talk like Indians talk. We be good 
friends of Illinois Indians. I talk to you about Great Spirit. 

Chief: I thank the Black Gown Chief for taking so much pains to come 
and see us. Never before has the earth been so beautiful nor the 
sun so bright as now. Never has the river been so calm and free 
from rocks which your canoes have removed as they passed 



224 LIVE LANGUAGE LESSONS 

down. Never before has the tobacco had so fine a flavor, nor our 
corn appeared so beautiful as we behold it to day. Ask the Great 
Spirit to give us life and health and come and dwell with us. 

{The Indian Chief leads the way to the Indian village where the 
squaws have been preparing a feast. Other braves join them in front 
of the tent. The Indians and their guests sit in a circle on the ground. 
Indian children play about and look wistfully at the progress of the 
feast. The squaws serve corn mush. The chief takes a long handled 
spoon from the boivl and offers a spoonful of mush to each one in turn. 
Fish on a wooden platter. The chief takes the fish on a big fork, 
removes the bones, and puts a portion into the mouth of each guest. 
Roast dog which the white men refuse. The roast is immediately 
removed. Roast buffalo, which the white men very greatly enjoy.) 

Act II 

Time. 1846. 

Place. Iowa City. Governor's residence. 

Characters. Iowa's first governor, Ansel Briggs, Julien 

Davenport, Le Claire, and Dr. Muir. 

Scene. The Governor's study. Governor Briggs in dressing 

gown and slippers sitting before the fireplace thinking of 

Iowa, past and present, soliloquizing. 

Gov. Briggs: I am governor of this new state of Iowa. Just think of the 

change ! How rapid has been its growth in wealth and population ! 

Only one short year since the Indians left and now we have a 

population of more than one hundred thousand. Wouldn't Iowa's 

first settlers be surprised to see the changes that have taken place 

in these last months? Dubuque wouldn't know his lead mines 

now and where would his fur trading be? Le Claire would find 

no business here. Davenport couldn't carry the mail across the 

Mississippi River in one pocket now, and Dr. Muir would have to 

take his Indian wife and children to the half-breed tract. ( Yawns.) 

O, but this has been a hard day! {Leans head on chair back.) This 

fire makes me drowsy. ( Yawns again and closes eyes. Book drops 

to floor. He sleeps and dreams.) 

Dubuque: {Entering from fireplace and looking around the room.) My! 

Isn't this grand? It's too fine for me! We didn't live like this 

down at the lead mines. {Davenport comes out from behind the 

curtain.) Why! Here's Davenport! Welcome, old trader. {They 

shake hands.) 

Davenport: Dubuque! Upon my word! What are you doing here? 

Dubuque: I hardly know myself. Things are so changed. I came to see 

how Iowa is getting along these days. I've been down to see my 

lead mines but you wouldn't know those mines if you were to see 

them now. How well I remember the time I frightened the Indians 



SEVENTH GRADE LANGUAGE 225 

by setting the river on fire. We went up stream a little ways and 
poured oil on the water. When the oil flowed down even with the 
mines I set a torch to it and the Indians thought we were setting 
the world on fire. They thought I was a magician and they 
respected me more than ever after that. I had about 326 square 
miles to mine and I brought my ten French Canadian foremen 
from Prairie du Chien. The old Indian men and the squaws 
worked in the mines. You couldn't hire an Indian brave to do 
such work as that. 

Davenport: Yes and just think! My mail route has grown so much 
that they carry mail now by stage coach. Why, when I was a 
contractor in the army, we were quartered in old shacks and 
log cabins. I wouldn't know how to act in such quarters as 
they have down there now. 

Dubuque: Who's that, Davenport? {Pointing to a figure coming from the 
shadows.) 

Davenport: Murder! Run! That's how I lost my life! (Starts to rtm but 
stops as he recognizes his old friend, Le Claire, the interpreter.) Why, 
Le Claire! As sure as I live! You here, too! How is the old 
interpreter? 

Le Claire: Capital, Davenport! This seems like old times. I came to do 
some interpreting and to settle the quarrels for the Fox and Sac 
Indians against the Sioux, but I can't find them. 

Dubuque: We're all lost, Le Claire. We've just been talking about all 
the changes they've made since our day. (A slight noise at the 
side of the platform. They all turn as Dr. Muir enters with his 
Indian wife.) 

Le Claire: Another surprise. How did you find your way here? I 
believe this is my old friend, Dr. Muir. 

Dr. Muir: {Shakes hands.) Here you are! The only men I knew in the 
early days. I came back to find Sophia, my Indian wife. You 
remember that when our children all grew up she went back to 
her tribe, the Sac and Foxes. They went from Iowa to their new 
reservation in Kansas. At last I found her. 

Mrs. Briggs: {Calls from without.) Ansel! Ansel! {Early settlers vanish 
by same way they entered. Governor B. sits up and yawns.) 

Gov. B.: All right! Tell Dubuque I'll be there. {Enter Mrs. Briggs.) 

Mrs.B.: hn'itW It's so late and you're so tired. Waken up. It's time 
to go to bed. You have heavy work to-morrow. 

Gov. B.: {Yawns and sits up in his chair. Stretches out his arms.) O, that 
was a fine dream. I've been enjoying a visit with Iowa's earliest 
settlers. What time is it, mother? Half past eleven! O, but this 
was a hard dav. 



2 26 LIVE LANGUAGE LESSONS 



Act III 
{The Black Hawk Scene. Keokuk enters in company wilh 
his five wives.) 
Keokuk: I am Keokuk. My name means "Watchful Fox," I am a very 
good chief. I am a good friend of the white man. 

Black Hawk is my bitterest enemy. We were both born in the 
Rock River Valley. He was several years older than I. I was not 
always a chief. When I was young I killed a Sioux brave. He 
was on a horse. I rode up behind him and stabbed him. My 
people gave a great feast in my honor. This and other great 
deeds as well as my oratory made me a chief. Black Hawk and his 
tribe called us squaws. He said that we couldn't fight bloody 
battles. But we didn't want to because we belonged to the peace 
party. 

When the pale faced people moved into our land, the great 
Pale Face Father said we had better move on. I gave a big talk to 
my people. I told them it was useless to stay and fight for the 
whites were much stronger than we. I persuaded them to move 
across the Father of Waters, but some joined Black Hawk and 
put on the war paint. Others followed me over into Iowa. This 
was when the Great White Father had his second fight with 
England. We first moved along the western shore of the great 
river. We did not have good hunting grounds here so we moved to 
the Iowa River where the Great White Father gave us much 
land. 

But since Black Hawk wants to fight, the Great White Father 
likes me best. I can swindle all the other tribes out of their furs 
because I am so tricky. I have many nice horses. I pride myself 
on my horsemanship. I like lots of good fire water that I buy 
from the whites. It makes the red man feel good. Then he wants 
to dance and sing. 

I like fine clothes and bright colors. I also like my five wives 
and attendants who usually accompany me to wear bright colors. 
The white men give us many beads and ornaments. I have several 
wampum belts which were given me in making treaties. 

Black Hawk's braves accuse me of stealing the government 
money but they are nothing but dogs. 

Black Hawk said they had to cross the river for food. This 
caused a war. Some of my warriors wanted to go to help them 
fight but I made another long talk. I said, "Warriors, I am your 
chief. It is my duty to lead you to war if you are determined to go. 
The United States is a great nation and we shall surely perish. I 
will lead you against them on one condition, that is, that we shall 
first put all our women and children to death and then resolve 
that we shall perish among the graves of our fathers." 



SEVENTH GRADE LANGUAGE 



227 



My warriors after hearing my speech decided not to go to war 
against the overwhelming whites. I was glad when Black Hawk, 
my rival, was defeated. All of Black Hawk's braves hated me and 
one of them tried to kill me by stabbing. 

A sad thing happened in my tribe when my only son died. 
Before his death he asked to have his favorite horse sent with him 
to Spirit Land. 

Again the Great White Father ordered us to move on west- 
ward, so we had to go to Kansas. We long for our beautiful homes 
in Iowa. I am through. Farewell. 

Black Hawk: I am Black Hawk, 

Once chief of the Sacs and the Foxes, 
My life has been hard and revengeful; 
My people have suffered great wrongs. 
We lived near the Father of Waters, 
On the banks of the broad Mississippi. 
We loved our homes and our cornfields, 
We were proud of our warriors so strong. 

With the coming of the Pale-Face, 

Troubles came into our land. 

The Pale-Face drove us from our valley 

Into the far-ofif West. 

He burnt our homes and cornfields; 

He destroyed our hunting grounds; 

He killed our wives and children; 

He made our homes his own. 

It was then I took up the hatchet. 
I left my Watch Tower in haste, 
To summon my braves to battle; 
To avenge the white man's wrongs. 

We crept behind rocks and bushes; 
We gave our terrible war-whoop 
And rushed at the on-coming foe, 
They were afraid and ran. 

Then we killed the cruel white men 
And hung their scalps at our belts. 

We fought one bloody battle 
On the banks of the broad Wisconsin. 
The whites were much stronger than we. 
They had five times as many warriors 
With their firearms as we had braves. 



228 LIVE LANGUAGE LESSONS 

Right at the bank of the river, 

I held back the bloodthirsty whites 

With my little band of braves 

While the squaws were making canoes 

To row across to the island. 

As soon as the squaws crossed over, 

One-half of the braves followed close. 

We held the ford as they crossed; 
Then they in turn protected us 
As we swam to the opposite shore. 
I was the last to leave the enemy's side. 
The whites held our lands thereafter. 

The chief thought to keep in mind is this: Here is 
opportunity to cultivate in American boys and girls the 
true historic spirit, and through vitalized, well directed 
language expression, to perform a real service in saving 
the choice stories that help to make our country's great 
story. 

GENERAL STUDY FOUR— SKETCH BOOKS 

Language, in this study, correlates closely with nature 
study, Kterature, and art. The main purpose in the 
project is to give the pupil motivated practice in building 
descriptive paragraphs and letters. In achieving this 
purpose, the following other aims will be realized : 

1. The "inward eyes" of the learner will be opened to see 
more clearly interesting scenes and characters around him. 

2. An appreciation of the scenic resources of the state 
will be cultivated. 

3. Ability to build effective sentences and to command 
choice words will be developed. 

Three weeks of worth-while work may well be given 
to the study. 



SEVENTH GRADE LANGUAGE 229 

First Week. Writing Descriptive Paragraphs and Letters 

1. Following the suggestions given in Exercises 30 and 
31 let the pupils study descriptive paragraphs from artist 
writers. A socialized lesson may be planned here by having 
each pupil find and bring to class for reading and study, some 
choice brief paragraph. Pay especial attention to paragraph 
unity in this study. 

2. Create picture paragraphs and sketch books descrip- 
tive of home scenes, canyon pictures, woodland sketches, 
season sketches, or other like general subjects. Art and 
language may be blended beautifully here. Observe, for 
example, how the following picture paragraphs have been 
given a dainty finish. 

A BLEAK SPRING DAY 
HE day was drizzly and cheerless. Rain was pouring down in 
^ torrents and everybody looked drenched. Black clouds hung 
low all over the horizon excluding every ray of sunshine. The 
trees with their limbs hanging down and dripping with water 
did their best to add to the discomfort of all. Everybody felt the chill 
of the cold dismal day. 

— Elizabeth Yearsley. 

AN UNPLEASANT DAY 
is a cold dreary day. The snow is falling fast and the ground 
is frozen hard. The sky is covered with many dark gray 
clouds. The wind is howling and the large pine trees are 
swaying. The snow is wet and cold and the water is frozen 
solid. 

— Charles Libby. 

3. Have the pupils write real letters to friends or rela- 
tives in which they tell of some interesting sight or describe 
something else of interest to those to whom they write. 
Here is a copy of a real letter written in this way: 

Des Moines, Iowa, Oct. 3. 1920. 
Dear Will: 

I wish you had been with us here at the State Fair to day. A million 
dollar livestock parade was had by the exhibitors. It surely was worth 
seeing. 







230 LIVE LANGUAGE LESSONS 

You have always been interested in animals. I am sure you would 
have taken great joy in watching the sleek, prancing horses, the big 
beef cattle, the dainty Jerseys and the fine milch cows, and even the 
roly-poly, grunting pigs go by. There probably never has been such an 
exhibit of blooded stock in one place before — certainly not at a State fair. 

Iowa is a famous farming country, you know. Practically every foot 
of its rich lands is under cultivation, or given over to pasturing animals. 
A great pride is taken in this wealth. 

Besides the exhibits there were all sorts of shows. We did not have 
time to see many of these, but there were streams of people going into 
the mysterious tents that lined the streets. One thing I did enjoy was 
the auto races. 

When are you coming to see me? Where are you going to spend the 
Christmas vacation? I wish you would visit us then. Write and tell me 
of some fun you have had. 

Sincerely yours, 

— Harry. 

Second Week. Word Portraits, Snapshots, and Cartoons 
Follow here the suggestions given in Exercises 32, 
33, and 34. The pupils, properly led, will produce a 
great many joyous sketches of friends and interesting 
acquaintances. Excellent practice in building unified, 
picturesque paragraphs is afforded by these exercises. 
In connection with this original constructive work, 
study the picturesque descriptions by writers. 

The scenario affords fine opportunity for getting 
condensed descriptions similar to those found in Exercise 
34. 

In making scenarios let the pupils practice first writing 
the cast of characters of some well known story, as, 
''The Legend of Sleepy Hollow." With each character a 
flash description should be given. For example: 

Ichabfld Crane — A wandering pedagogue, from Connecticut — 
rightly named Crane because of his lanky structure. 



SEVENTH GRADE LANGUAGE 231 

They may also make a moving sketch of the story, 
bringing into condensed form the principal characters in 
action; as, 

Into one of the sleepy, cozy nooks along the Hudson during the days 
just after the Revolution, came a wandering teacher. Giv^en the village 
school, he took up his duties of teaching the young Dutch, during the 
day, and "boarding round" at night. 

His favorite pastime was ghost stories. 

After some practice in condensing familiar stories they 
have read, perhaps they may try some original scenario. 

Do not attempt the technique of the scenario. The 
main thought here is to practice finding most expressive 
words, and making clear, concise descriptions. 

Among stories that might be used are: "Rip Van 
Winkle," "The King of the Golden River," "Old Pipes 
and the Dr>^ad," "The Birds' Christmas Carol." The 
pupils will suggest others. 

Encourage the making here of gift books, or Christ- 
mas cards with the personal touch in them. Make the 
work real. Keep the paragraph-building idea clear. 

Third Week. Word Studies. 
In this word-finding study is found a positive plan 
to overcome the slang habit: 

1. By cultivating appreciation of choice words. 

2. By helping the pupil to enrich his own vocabulary. 

Slang need not be mentioned during the study. Let 
Exercises 35 and 36 be followed and enriched if necessary. 
Hundreds of other like quotations may be gathered from 
the text, from the readers, from other books and from 
choice magazines. The opportunities for finding pic- 
turesque words are unlimited. 



232 LIVE LANGUAGE LESSONS 

Picturesque comparisons likewise may be found in 
countless forms throughout literature. Pupils of this age 
like to use such comparisons. Let them try their literary 
wings by making a few similes and metaphors or by 
indulging their fancies through a little personification. 
These exercises will stimulate a proper pride in choicer 
language and will help the pupils to enrich their ex- 
pressions. 

The following sentences, taken from seventh and 
eighth grade pupils' papers, suggest the artistic skill 
often found in children of this grade: 

The houses were entrenched in snow drifts. The icy tree limbs 
crackled in the breeze. 

The sun, streaming through morning mist, made the poppy bed seem 
like a pot of fairy gold. 

Jack Frost is a clever little imp. He dresses in white fur all sprinkled 
with sparkling jewels. His cheeks are rosy and bright. 

The clouds look crimson; then change little by little as the sun 
sinks farther and farther behind the hills. Lights twinkle on here and 
there. The autumn day enwraps itself in evening, then night, 

A small stream leaped and rippled o'er the pebbles, and a dragon fly 
wheeled its way across the pond, its wings glistening. 

GENERAL STUDY FIVE— SENTENCE 
STUDIES 

To cultivate a surer "sentence sense" is the aim of 
this project. 

A practical study of paragraphs has been made. The 
vital relation of sentences to paragraph building should 
still be kept clear. The sentence is to the paragraph as 
a spoke to a wheel or as a link to a chain. A paragraph is 
a group of sentences, or, sometimes a single sentence, 
rounding out or developing some main thought or topic. 

How, then, is a sentence built? How must it be con- 
structed to be most effective? 



SEVENTH GRADE LANGUAGE 233 

These questions may be best answered in a practical 
way by this study of sentences themselves. Keep this 
thought clear: Every well built sentence carries but one 
main thought. This applies whether the sentence is 
simple, complex, or compound. 

Seven or eight weeks should be given to the working 
out of these lessons. The following plan is offered only 
as suggestive. It should be varied according to the 
needs of the class. Some phases of the work will need 
more drill exercises; others may be passed over more 
lightly. 

Drive home the essentials. What these essentials are, 
is indicated in the following summary : 

First Week. Studying Simple Sentences 

Following the introductory Exercise 37, and the brief 
review of sentences according to use in Exercise 38, the 
attention of the class should be directed toward the 
practical studies of the simple sentence found in Exer- 
cises 39, 40, 41, 42. 

Use the pupils own papers for the making of exercises 
to drive home the main point to be made in this lesson 
which is. Say one thing at a time and say it clearly. 

The following compositions taken from a seventh 
grade class, show four types of sentence building: (i) 
The ''run on" sentence; (2) The ''choppy" sentence; 
(3) The unfinished sentence; (4) Well built sentences. 
With such compositions in hand the teacher can make 
an excellent lesson on sentence building. 

Let the compositions be copied on the board, and 
studied from the point of view of building clear sentences. 



234 LIVE LANGUAGE LESSONS 

When they are well constructed, study the sentences to 
discover the simple sentences in them. Tell why they 
are simple sentences and why used in each case. 
Afterwards the other types may receive attention. 

SAMPLE ONE 
It was so hot the porch would burn your bare feet and that you would 
have to go in the house and on the cement walk it was just as hot. Your 
face was so hot it would get red it was in the middle of the summer it was 
so hot you could not stay out doors without sweating because it would 
run down your face. 

SAMPLE TWO 
It was a cheery day. We taken our dinner to the woods. We went 
in bathing. We ate some berries. Then we ate supper. Then we 
went in bathing again. Then we started home. We went to the show. 
Then we played tap-on-back. Then went to bed. 

SAMPLE THREE 
One day ten years ago in mid-summer I was comes across the ocean. 
A storm overtook us. The water dashed over the deck. This was the 
first time I had been on the ocean and feeled again. The day turn out to 
be a beautiful. 

SAMPLE FOUR 

It was a windy day. The wind broke the largest pine tree in the yard. 

It blew the roof off the shed in the barnyard, and blew the pigeon house 

off the barn. If the door was opened, it took two people to get it closed 

again. The wind blew a chicken into the river before it could get to shelter. 

The first essential to be kept clear in dealing with 
these lessons is the one-subject, one-predicate structure 
of- the s-imple sentence. No matter what the form or the 
arrangement of the parts of the sentence, the question 
is, Has the sentence a single subject and predicate? 

Practice in finding this ''core" or central thought will 
both help to cultivate a sense of unity and lay a sure 
foundation for the study of other kinds of sentence 
structure. 



SEVENTH GRADE LANGUAGE 235 

Two types of practical exercises are developed in 
dealing with the simple sentence: 

I . Making the simple sentence more effective by shift- 
ing its parts. The sense of emphasis is here cultivated. 

The following sentences in quotations are taken from 
seventh grade papers. What is the leading idea in each 
sentence? Read each pair of sentences aloud, noting the 
change in emphasis. Which construction seems best to 
bring out the leading idea in the sentence? 

a. ''We kept perfectly still for a while." For a while we 
kept perfectly still. 

b. "Everybody was out-of-doors on that tragic day." 
On that tragic day everybody was out-of-doors. 

c. "It was bitterly cold last Sunday." Last Sunday it 
was bitterly cold. 

d. "The whole day long we watched the merry-go-round." 
We watched the merry-go-round the whole day long. 

e. "The storm had cleared by that time." By that time 
the storm had cleared. 

Observe that in some sentences the natural order 
places the emphasis rightly. Have pupils find in their 
own compositions or in those by other pupils, five more 
sentences which might be made stronger by transposing 
parts of them. 

2. Watching the number forms in sentences begin- 
ning with there, where, here. This is a most troublesome 
type of sentence from the correct-usage viewpoint. 

The following sentences taken from a set of seventh 
grade papers show the need for drill on these forms. 
Using these and other like sentences taken from the 



236 LIVE LANGUAGE LESSONS 

pupils' own oral and written work make drill exercises to 
fix the right habits. 

a. There was plenty of trees, but it was hot under them. 

b. There was trees all around it. 

c. There was a few people in the street. 

d. There was some hght clouds in the sky. 

e. He asked us where we was last night. 

f. Here comes the boys. 

g. There was several children playing in the water. 

Second Week. Simple and Compound Sentence Studies 
Continue to cultivate a sure sentence sense: 

1. By showing clearly the use of simple sentences in 
composition. 

2. By making a practical study of compound sentences 
and compound elements. 

In dealing with the compound sentence, make sure 
that the compound sentence brings out one main 
thought. It is not a number of independent sentences 
strung together. The members of the compound sen- 
tence, when rightly constructed, are closely related. 
Here is opportunity to work against the ''run on" 
sentence, and the "and" habit. 

The chief point to be kept clear in working with 
compound elements is the making of the sentence more 
concise. 

Increase the drill if necessary to drive these points 
home; but make the drill practical by drawing lessons 
from the pupils' own papers. 

The following samples from seventh grade papers 
show the necessity for giving pupils help in building 
compound and other sentences: 



SEVENTH GRADE LANGUAGE 237 

a. "One day the sun was shining and it was very hot and 
I thought I would go to the woods where it was cooler but it 
was not much cooler there." 

b. "It made the children go bathing so that they would 
get cooled off and the white clouds were floating in the sky." 

c. "The sky was clear and not a cloud was in sight and 
we went to the shade and it was not much cooler there." 

Have pupils reconstruct such sentences making them 
simple or compound or complex as seems best to bring 
out the thought clearly. 

Let them help gather other sentences, giving similar 
problems in construction, from their own and other 
papers. 

Third Week. The Complex Sentence 
Here again the idea is to cultivate a surer "sentence 

sense." 

Study of the complex sentence with definite drills 

upon its proper use will help greatly to cultivate the 

much needed sense of subordination. 

Make from pupils' own notebooks and papers such 
exercises as the following: 

Change the following sentences to complex sentences 
and make such other changes as will bring into the clear 
the leading thought in each. For example: 

"One day the sun was shining and I was very hot and I 
thought I would go into the woods where it was cooler but it 
was not much cooler there." 

The sun was so hot that I sought the shade of the woods; 
but I found it not much cooler there. 

Let pupils make similar reconstructions of the follow- 
ing sentences: 



238 LIVE LANGUAGE LESSONS 

"The other night I was over in town and when I came 
home the wind was blowing very hard." 

*'It was this kind of fine snow and it cut your face." 

''We went back up after supper and everybody was talk- 
ing about the hot night." 

"The clouds were dark and the wind was cutting the faces 
and hands so strong was it." 

Fourth Week. Applied Studies in Sentence Building 
In Exercises 49, 50, and 51, the lessons previously 

given are applied to everyday practice in sentence 

building. 

The training here aims directly to cultivate a surer 

sentence sense: 

1. By giving the pupils opportunity to criticise and to 
reconstruct compositions of their own and of others. 

2. By giving practice in business correspondence. 

3. By writing night letters and telegrams. 

These exercises can be readily increased if time per- 
mits. Pay special attention to overcoming the "and" 
habit, and to sentence conciseness. 

Condense the following to ten or fewer words: 

1. We shall arrive on number twenty Union Pacific. 
Have some one at the station to meet us. 

2. I cannot accept your offer of work during this summer 
vacation. Appreciate it but have already promised to serve 
another firm. 

3. Please send by express collect the books I ordered 
while I was in Chicago on January eighteenth. 

Condense the following to a night letter of fifty words 
or fewer. 



SEVENTH GRADE LANGUAGE 239 

I have decided to attend the state university this coming 
year. Why not make up your mind to do the same thing. 
We can get a room together at the new dormitory for fifty 
dollars per month. I have asked that it be held till I can get 
a wire from you. The tuition is fifty dollars per year, books 
will cost about twenty more. Hope you can arrange to come. 
It will be a rich experience for both of us. Wire me at once 
whether you will join me in the venture. 

Good practice in exchanging telegrams is suggested by this last 
exercise. Have half of the pupils send night letters, telegrams, or busi- 
ness letters, and have the rest reply. 

Fifth Week. Sentence Clearness 

An opportunity is opened here for bringing language 
and history into helpful correlation. The study naturally 
falls about the time of the birthday of Lincoln. Lincoln 
is one of our greatest masters of clear sentence building. 
A study of his speeches and writings will prove doubly 
helpful. 

In addition to the studies in the text, have the pupils 
read Lincoln's Farewell Speech at Springfield, The 
Gettysburg Speech, part of his Second Inaugural Ad- 
dress, and other addresses. Each pupil may bring to 
class and read some choice sentence from Lincoln's 
works. 

Exercise 53, dealing with Bible clearness, may like- 
wise be enriched. A socialized lesson in which pupils 
give choice Biblical sentences may be arranged with 
excellent results. 

Exercise 54, offers an excellent opportunity for an 
exchange of experiences on learning language. Lead the 
pupils, both to talk and to write paragraphs telling of 



240 LIVE LANGUAGE LESSONS 

their experiences suggested by the story about Lincoln. 
Their paragraphs should be taken and corrected con- 
structively from the viewpoint of sentence clearness. 

Sixth Week. How to Make Clear Sentences 
Say one thing at a time and say it clearly. In Exer- 
cises 55, 56, 57, and 58, a series of practical lessons 
making clear this point are to be found. The drills may 
be readily increased by using newspaper advertisements 
and other everyday compositions that illustrate faulty 
structure. Let every pupil, for example, bring to class a 
sentence illustration of lack of clearness like the follow- 
ing taken from a country paper: 

*'Sam Jones went to last week with a carload 

of hogs. He did not have enough so some of the neighbors 
went in to help make up the car." 

The sense of humor, as well as the sense of clearness, 
may be cultivated by such a study. 

Seventh Week. Punctuation and Arrangement 

The rules of punctuation, reduced to their essentials, 
also capitalization, and general neatness of written forms 
should be taught here in a practical way. 

Two weeks may well be given to the lessons and drills 
offered and suggested in Exercises 59, 60, 61, 62, 63, 64, 

6s- 

Neatness and correct form in written work is both a 
courtesy to the reader and a help to the writer. 

The best way to make this point felt is not to accept 
faulty and slovenly work, either in notebooks or in 
compositions. A firm refusal on the part of all teachers 



SEVENTH GRADE LANGUAGE 241 

to permit carelessness in written work would quickly 
bring the right habits into being. 

In dealing with the rules of punctuation the effort 
should be directed towards (i) making the pupil feel the 
significance of each mark of punctuation; and (2) 
training his fingers not to forget the rules. 

Punctuation is a matter of habit. Drill for a working 
knowledge of each rule. 

Following are some exercises to reinforce the rules 
and exercises given in the text. 

Correct the punctuation and capitahzation where 
needed, in the following paragraphs taken from seventh 
grade papers. Give reason for your correction in each 
case. 

1. Last Sunday it was so cold and stormy. That you 
couldent hardly step out doors unless you would about 
freeze. 

2. A hot day about one of the Ho test days that I can 
remember was when the sun was blazing down drying up 
the creeks stream and rivers I was going up a hill and the 
sun made me fell so drowsey that I thought I would never 
reach the top 

3. The day was very stormy The clouds were reising 
from the west which were very dark indeed, that made one 
feel Hke staying at home. 

4. It was a summer day. When a big thunder storm 
came out of the north. It came very suddenly and people 
were running for shelter. 

5. When dad missed me he asked Dan where I was Dan 
was my brother you will remember. 



242 LIVE LANGUAGE LESSONS 

GENERAL STUDY SIX— HOMES AND 
HOME-MAKING 

The home life line is one of the most vital of all lines of 
work. Our schools have been too slow to develop this 
work in training pupils. Here is offered an opportunity 
to bring the school and the home into closer correlation 
through giving vitalized lessons in language on home life 
topics. 

In the program of studies provided, will be found 
material enough to fill a full month. 

First Week. Homes and Home Work 

Exercises 66, 67, and 68 point the way towards 
socialized lessons in: 

1. Describing picturesque homes. 

2. Building explanatory paragraphs. 

3. Discussing and debating live topics connected with 
home-making. 

During the last named study, Home Sanitation and 
Health Studies are brought into close correlation with 
language work. 

The effort should be to help the pupils to think clearly 
and to express themselves well on these practical sub- 
jects. Pay especial attention to sentence and paragraph 
building during this week always with the view of help- 
ing the pupil bring out effectively thoughts worth while. 

The following composition was produced by a seventh 
grade pupil while working out this project: 



SEVENTH GRADE LANGUAGE 



243 



CUP- 
BOARD 


■ f 

W/NDO\N 


CUP- 
BOARD 




SINK 




III A 


' 






I 


WORK 
TABLE 




y' 






! '. 


Re- 

FRIO. 
ERA- 
TOR 


® * 


\ 






DOOR OUT 






STOVE 



MY KITCHEN 

My kitchen is a small, cozy, bright room finished in white enamel. 
My floor is covered with blue and white linoleum. The walls are a pretty, 
light cream color. The door to the dining room is fixed so that it can 
swing back or forward as desired, while the other doors will open only 
one way. 

The furniture is all white enamel with a little bluebird design on it. 
In one of my cupboards my pans are kept and in the other my china 
dishes which also have the bluebird design, like the furniture. My 
furniture also is nicely arranged so that it takes little walking to prepare 
•a meal. The stove is coal and gas combined, with white enamel decora- 
tions. By my windows I always try to keep a pot or vase of flowers. 

— Jeanette Holz. 
Second Week. Foods and Cooking 

A kind of double subject is provided here under the 
titles : 

1. Cooks and Cooking (Exercises 69 and 70). 

2. How Homes are Supplied with Food (Exercises 71 
and 72). 

The thought is to give both boys and girls a rich selec- 
tion of subjects from which each may choose one to 
develop into the form of a little lecture, or an illustrated 
article wherein the subject is rather completely developed. 

The project has proved to be one of real merit and 
interest. To illustrate what may be done, the following 
instances are given: 



244 LIVE LANGUAGE LESSONS 

One seventh grade boy in a certain ungraded school 
in the Middle West chose ''The Silo" as his subject. He 
spent a week or more working out his article, studying 
the silo, making sketches and taking pictures. The 
result was worthy of publication in the best farm 
magazine. 

Another lad took "The Honey Bee" for his topic. 
Commenting on the little talk this pupil gave before the 
class, one of his classmates said "Why Harold talked for 
half an hour to-day on the honey bee. I never knew there 
was so much to be learned about bees as he told us." 

One girl, whose father owned a sheep herd, took up the 
sheep industry and wrote a most interesting essay illus- 
trated with kodak pictures she had taken while visiting 
the herd at various times. 

The possibilities for individual work within the 
project are limitless. Keep these thoughts clear in' 
working out the study : 

1. Each pupil should choose one subject, close to his 
interests, on which he can get materials at first hand. Book 
studies of the subject, if no other source is available, may be 
followed, but original investigation brings the best results. 
The idea is to get original self-expression. 

2. Pupils should be trained to build up their paragraphs 
into longer compositions. Work for unity in these composi- 
tions. 

An illustration of the following actual lesson will 
make this thought concrete. 

A certain seventh grade class had been set to working out 
a project on Poultry Raising. The pupils were making oral 



SEVENTH GRADE LANGUAGE 245 

reports of progress. When a visitor entered the room, one 
boy was talking in a rambling way about poultry raising. 

The visitor listened awhile, then, having been invited to 
take part, asked: 

''What are you talking about, my boy?" 

" 'Bout raising poultry." 

"Don't these boys and girls know how to raise poultry?" 

"I guess they do." 

"Then why take their time to tell about it?" 

"Well, the teacher told us to talk about some subject hke 
this, and I took Poultry Raising because I knew most about 
it. Father is a poultry raiser." 

"Then you certainly should be able to tell us something 
worth while," suggested the visitor. "What would you like 
this boy to tell us about poultry raising, class?" 

"I'd like to know how to make poultry pay," said one 
pupil. 

"Very well, can you do it, my boy?" 

"I think I can." 

"Go ahead. What will be the title of your talk?" 

"Making Poultry Pay," ventured the pupil. 

"That gives a clear center for the talk. Now what is the 
first point you wish to make?" 

"Well, I'd choose the right kind of eggs." 

"Very well, tell us something about choosing eggs." 

The pupil made a clear-cut paragraph on selecting eggs. 

"What is the next point to be made?" 

"Getting a good hatch." 

A discussion of the hen method and the incubator method 
followed. 

"What next?" 

"The young chicks must be well cared for." 



246 LIVE LANGUAGE LESSONS 

A paragraph was made giving practical directions on 
the care of chicks. Next the question of marketing the 
product was taken up. The subject was thus developed 
step by step. 

Meanwhile the rest of the pupils were getting a real 
lesson in organizing a composition or lecture. When 
their turns came, they were ready to give their titles and 
block out their subjects point by point. 

Talking to a point and talking with a real purpose 
counts. Pupils should be trained, through such moti- 
vated practice as is provided for within this project, 
and as is suggested in the instance just given, to think 
straight and to express themselves clearly, interestingly, 
and convincingly. 

Third Week. Home Pleasures 
The right home spirit is most essential. In cultivating 
the spirit that makes happy homes, the school can and 
should play a real part. This fine purpose may be 
accompHshed by dealing in a vital way with such lessons 
as are found in Exercises 73, 74, 75, and 76. 

The exercises offer opportunity for a series of rich 
socialized lessons on: 

1. Songs for the home. 

2. Verse making about the home. 

3. Writing letters to home folk. 

4. Writing paragraphs on home topics. 

5. Creating entertainment for the home. 

Fourth Week. The Home Library 

Exercise 77 offers an excellent chance for the blending 
of language and literature. Right reading habits may 



SEVENTH GR.\DE LANGUAGE 247 

be promoted and guided by having socialized lessons on 
favorite books and favorite authors. 

Building up the home library by making book presents 
on birthday and holiday times is a topic also worth 
discussing. Exchanging books, the proper arrangement 
and care of home libraries, reading choice poems and 
stories aloud and the story-telhng hour, all are topics 
well worth discussing. 

The thought uppermost in Exercise 78 is to train the 
dramatic instinct. In these days of sensational plays 
and ''movies," there is greater need than ever for the 
school to exercise a direct and potent influence in guiding 
the pupil's love 01 the drama in all its various forms. 

This uplifting influence may be brought to bear (i) 
through the w^orking out of plays w^herein choice stories, 
as suggested, are dramatized; and (2) through a frank 
expression in socialized language lessons of likes and 
dislikes in the plays as they are being portrayed. 

GENERAL STUDY SEVEN— WORDS AND 
THEIR WAYS 

A definite effort is here made toward overcoming the 
slang habit by building a choice and ready vocabulary. 
To this end a series of practical exercises is provided as 
follows : 

1. A confidential talk on the "slang habit." 

2. Practical exercises in finding expressions to overcome 
slang. 

3. Exercises to enrich the vocabulary. 

4. Studies in synonyms and antonyms. 

5. Word accuracy, a dictionary exercise. 



248 LIVE LANGUAGE LESSONS 

6. Review lessons in correct usage. 

7. Word families linking English with Latin. 

Four weeks may well be given to the working out of 
the foregoing program. Even longer attention, if time 
permits, may be given to this work. The studies are 
flexible, each offering excellent opportunity for expan- 
sion or contraction according to the pupils' language 
needs as they have been revealed in oral and in written 
work throughout the year. 

The lessons are so definitely blocked out that further 
special directions outlining a day-by-day program seems 
superfluous here. The following are a few practical 
suggestions, however, that make clear some important 
points : 

I. Dealing with the Slang Habit. 

The spirit of the introductory Exercise 81 should pre- 
vail here. The pupils should be taken into confidence 
regarding slang; it is their problem. The problem will 
be most quickly solved when the learner has the right 
attitude towards the work. 

From the following actual schoolroom incident should 
come some help to guide teachers in deaHng with slovenly 
speech. 

A certain pupil came to the teacher at the close of school 
and said, 

"I aint goin' to be at school to-morrow." 

"You mean, 'I'm not going to be at school,' don't you, 
Will?" suggested the teacher. 

''Well, you understood me, didn't you? " returned the boy, 
insolently* 



SEVENTH GRADE LANGUAGE 249 

*'Yes, I understood," said the teacher quietly. "Now, 
my boy, you don't have to say 'I'm not going.' You don't 
have to brush your hair; you don't have to keep your teeth 
clean; you don't have to keep your clothes neat. There are a 
thousand and one things a person does not have to do in this 
life. He can go on using slovenly speech if he wishes to do so, 
or wearing slovenly clothes; but he will pay dearly for the 
privilege in the long run. 

''Remember this, laddie: One is judged, first of all, by his 
speech and by his personal appearance. It is not my problem ; 
it is yours. Can you afford to be slovenly in your language? " 

2. Cultivating the Dictionary Habit. 

Exercises S^, 84, and 85 offer an excellent opportunity 
to develop habits of accuracy in the use of words. A 
definite study of the dictionary is called for at this point. 
Pupils should be trained to use this important tool of 
learning, constantly and intelligently. 

The synonyms should be discussed and their various 
shades of meaning shown by giving sentences in which 
they are aptly used. These sentences may be original or 
quotations from literature. 

3. Reviews in Correct Usage. 

In Exercise 86, some of the most troublesome forms 
of verbs and other parts of speech are given thoughtful 
attention. These should be mastered, if possible, by 
practical lessons and drills, such as are found in the text. 
Use blank-filling exercises. Let the pupils find and make 
sentences illustrating the proper use of troublesome 
forms. 



250 



LIVE LANGUAGE LESSONS 



A complete review of ''The Twelve Tables of Correct 
Usage" may also be given at this point if deemed 
necessary. See Sixth Grade pages 197 to 201. 

Particular attention should be given to the errors 
that persist. What drill should be given must be deter- 
mined by the needs of the class as revealed in their oral 
and written work. 

It is very probable that ''aint," ''this here," "John 
he," "hadn't ought," "have got," with the "and" habit 
may have been carried over by a few pupils into the 
seventh grade. If so, deal with these and other like 
errors by stimulating a pride in pupils to overcome them. 

These review drills should be mainly individual 
work. It is not likely that the majority of the pupils will 
need them. If they do it is clearly evident that the work 
in correct usage has not been well done in the preceding 
grades. 

Have each pupil keep a notebook in which he records 
his own trouble-makers, and makes drills for self- 
correction. 

For illustration : 



Sit, Set 
sit, sat, sitting, sat 
set, set, setting, set 



Rise, Raise 

rise, rose, rising, risen 
raise, raised, raising, raised 



I was sitting by the window. I 
had sat there half an hour 
when my cousin came and 
sat beside me. 

"Why do you sit here so 
soberly," she asked. 



He rose slowly, walked to the 
window to see. the rising 
sun. When it had risen, he 
went back to his couch, and 
did not rise from it for 
several hours. 



SEVENTH GRADE LANGUAGE 



251 



The thought here is to drive straight at the ''trouble 
spots," and also to stimulate self -effort on the part of the 
pupils in clearing these away. 

Another good drill method is to have written on the 
board, or if possible to have mimeographed such exer- 
cises as the following: 



choice 



hnng 



laid 



lay 



may 



lie, lay 



The boy was- 
grass. 



-on the 



He- 



-his hoe down. 



The tired soldier- 
tree. 



-under a 



reason 



Means ''reclining" 



Means "placed 



Means "reclined 



may, can 



Mother says we- 



go. 



Means ''permission" 



4, Getting a Foretaste of Latin. 

In Exercise 89, English and Latin are brought into 
correlation. This little study of words derived from the 
great "mother language" is but a taste of the work that 
should be given. Word accuracy can come only from an 
intensive study of word families. 

A week or more may well be given to this work. The 
language, reading, and spelHng lessons should all be 
made to reinforce these lessons in word derivation. Here 
again is a good chance to cultivate the ''dictionary habit." 
The teacher should make the most of it. 



252 LIVE LANGUAGE LESSONS 

The net result to come from the various word studies 
just outhned should be an enrichment of the vocabulary 
and a proper pride in the use of clear, clean speech. 

GENERAL STUDY EIGHT— THE POET AND 
HIS ART 

Cultivating the spirit of authorship is the central 
purpose in this study. This does not mean that every 
pupil will be made a poet. But an appreciation of poetry 
may be awakened in every one. Out of such appreciation 
may spring poetic expression. 

A keener pride in proper language will certainly come 
from studies such as are offered in Exercises 90 to 99. 
Opportunity is afforded for both practical and inspira- 
tional work as suggested by the following topics : 

1. Legends about the first poet. In these studies the real 
meaning of the poet's art is made simple and concrete. 

2. Study of poetic quotations showing plainly the poet's 
art. Language here is blended beautifully with literature. 

3. Studies in sound and sense. This work has double 
value. It cultivates appreciation of word art, and makes 
clear the necessity for proper enunciation. 

4. Exercises in enunciation. A complete review of the 
type trouble-makers in enunciation and pronunciation is 
given here. Well directed drills to cultivate and fix right 
habits in articulating words are provided. 

5. A literary recital. Reading and language are cor- 
related here. The importance of proper voicing of literature 
is emphasized through the socialized recitation. 

6. Composing Poetry. One of the most delightful 
exercises in language is provided for in these lessons. 



SEVENTH GRADE LANGUAGE 253 

The pupils are given an encouraging opportunity here to 
express themselves in verse. Simple studies of verse 
forms are made. 

Out of these exercises have come and can come some 
most gratifying results. The following poems from 
seventh grade pupils came out of this exercise. They 
suggest its possibilities. 

THE NIGHT ARTIST 

There is a queer little artist, 

Who paints in the cold night hours 

Beautiful pictures for us, 

Of wonderful grasses and flowers. 

He paints majestic, rugged mountains 

That reach to a snow-white sky, 
And a beautiful crystal fountain 

Flowing close by. 

No one has seen, nor will see, 

This queer little man. 
His brush, nor his palette, 

His home, nor his land. 

Do you know this queer little artist. 
Whose canvass is the window pane? 

If you haven't already guessed, 
Jack Frost is his name. 



— Ross Shriver. 



TWILIGHT 

Softly the twilight steals. 

Over hill and dale. 
Soon the stars begin to creep. 

From out their hidden vale. 

The moon with glorious brilliancy 
Steals out upon the night. 

To cheer the weary traveler, 
And guide him with its light. 



254 LIVE LANGUAGE LESSONS 

Far away in the distance 

Is the cry of the whip-poor-will 

Then night time falls over all 
And the summer night is still. 

— Kenneth Harkness. 

. WASHING DISHES 

Washing, Washing Dishes, 
Do them as you please. 

Slower, slower, slowest, but the quicker way is best 
For the sooner that you get them done 
the sooner you get to rest. 

But oh, how I do hate them! 
I hear morning, noon, and night, 
Its, "Oh, come wash the dishes 
And do them up just right." 

I wash the dishes, pots, and pans; 
Then sit down and fold my hands. 
So then I think when I am through, 
It's the easiest thing I have to do. 

—Opal Hall. 

What steps are necessary to produce good results? 

An atmosphere for poetic expression must first be 
created. This may be done by giving the pupils an 
encouraging opportunity to talk on some poetic subject 
close to their lives; as, the prairies; the mountains; the 
woods; the streams; the birds; the animals; sports and 
games; companions; home; the holidays. Many inter- 
esting subjects offer themselves here. 

As the pupils talk, poetic lines may frequently come. 
The following are examples of such lines: 

I love the leaping canyon streams. 
The prairies are a prayer of peace. 
What do you say, saucy bluejay? 
Silvery lake in the woodlands. 



SEVENTH GRADE LANGUAGE 255 

Any such line that strikes a clear musical lead towards 
a sentiment or thought worth developing, will give a 
good start towards a little poem. Let it be followed up 
by the pupil. 

The aim should be to keep the expression spontaneous 
and free. 

When the pupil has given an individual expression, 
the teacher should, by suggestion and direction, help 
him to perfect the poem. Let the pupil's originality, 
however, be preserved. The effort should be directed 
only towards bringing his native grain up to its best. 

Shall the principles of prosody be taught? 

Not at the outset. Technical teaching of such matters 
as meter and feet had best be left till later. The natural 
instinct for rhythmic expression is rather strong in most 
pupils. Given a little encouragement and easy rein, it 
generally keeps true. 

Lessons like those offered in Exercise 99 should follow, 
not precede the verse making. 

Out of the work should come delightful little booklets 
of verse. Art and language may be blended to bring 
these up to most artistic forms. 

The spirit of authorship, with literary appreciation, 
and artistic enunciation, are the results to be worked for 
in these lessons. Nothing better can come from the 
language work then these desirable results. 

Review of Seventh Grade Work 

At the close of the seventh grade course the class 
should be given a round-up review of the essentials 



256 LIVE LANGUAGE LESSONS 

emphasized throughout the work. The chief aims have 
been to cultivate: 

I. Skill in Building Paragraphs. 

Paragraph unity and paragraph connection are the 
main points to receive attention here. Use the pupils 
own notebooks and papers to cultivate skill in organizing 
their compositions. 

For example take the following seventh grade com- 
position: 

THE BATTLE OF WOUNDED KNEE 

Since the time the first white settlers came to the west there have 
been numerous uprisings among the different tribes of Indians. These 
uprisings were caused by religious maniacs. The most serious was the 
Ghost Dance War of 1890-91. 

The ghost dancers were followers of a certain Indian who called him- 
self the IMessiah. He had offered a hope of a miraculous interv^ention 
in behalf of the red man on the part of the whites. 

This became a religion among the different tribes. In some it soon 
died out, however, it was still believed by many whose numbers were 
great enough to become a menace to the white man. 

Fired by their religious zeal inspired by Sitting Bull and led by Chief 
Wounded Knee the Indians took up arms against the white settlers. 

The homesteaders took their belongings and rushed for Chadron 
pursued by the savage Indians who were met by General Brook and a 
small army. 

In this battle which was afterwards called Wounded Knee three 
hundred Indians including women and children were mown down within 
a few minutes by the enemies' machine guns. Very few white men were 
killed. 

It is believed by many that the Indians should not have been greatly 
blamed for their part in this uprising as they were led through their 
superstitious fears by the chief "Sitting Bull" who was crafty enough 
to impose upon them, turning their fears into hatred against the white- 
man. Also in the battle of Wounded Knee, the Indians were not well 
prepared to fight, were not expecting the dreadful assault of the soldiers, 
and had no chance to put their women and children in a place of safety. 

This was the last uprising of the Sioux. Their chief, Sitting Bull, 
who was largely responsible for the war was killed. They seemed to 



SEVENTH GRADE LANGUAGE 257 

realize the power of the white man'is too great for the Indian to rebel 
against and have become more law^ abiding. 

Observe closely the paragraph structure asking your- 
self these questions : How many paragraphs are made by 
the writer? How many points are developed in the 
story? 

Make a brief outline of these points; thus, 

a. Numerous uprisings among Indians since whites came. 

b. These uprisings caused by religious maniacs. 

Why should the first two paragraphs be made into 
one? Show how this might be done. What other para- 
graphs also might well be blended? Which of all the 
paragraphs is constructed the best? WTiy? Are the 
paragraphs connected smoothly and naturally? Show 
how each grows out of the other. 

2. A Sure "Sentence Sense." 

Reinforce here the effort to cultivate (i) a sense of 
unity; (2) a sense of subordination; and (3) a sense of 
quotation. The especial aim of all these is to help pupils 
construct clear sentences. The senses of modification and 
of emphasis will be given more definite attention in the 
eighth grade. 

3. A Rich and Ready Vocabulary. 

Overcoming the ''slang habit" by helping the pupil find 
alive and useful words, has been the aim here. The 
* 'dictionary habit" should be reinforced and an accurate 
use of words encouraged. 



258 LIVE LANGUAGE LESSONS 

4. The Spirit of Authorship. 

This important phase of the work has just been dis- 
cussed. The cultivation of appreciation of literature 
and the ability to produce it should be carried forward 
throughout the high school. 



EIGHTH GRADE LANGUAGE 

Live Language Lessons — Third Book, Pages 175 
TO 418 

General Outline and Suggestions 

The course planned for the Eighth Grade is divided 
between : 

1. Socialized Studies in Oral and Written Composition. 

2. A Brief, Practical Course in Grammar. 

The following is a general outline of the work with 
' general directions for carrying out the course. 

Socialized Studies in Composition 

Maximum: Exercises 100 to 120. 

Minimum: Omit Exercises 106, 107, 109, 115, 118. 

1. Making School Newspapers. 

a. The reporter's work — reporting the news — 

making school newspapers. 

b. Editor's work — writing editorials. 

c. Debating live questions, and talks on current 

topics. 

2. Creating Original Stories. 

a. Story studies. 

b. Dramatizing stories. 

c. Telling and writing stories. 

259 



26a LIVE LANGUAGE LESSONS 

3. Tales of Travel. 

a. Travel talks. 

b. Sketch books. 

c. Letters and diaries. 

4. Recreation. 

a. Favorite pastimes. 

b. ''Hobbies." 

c. Leisure hour books. 

5. Songs and Speeches. 

a. Creating class songs. 

b. Making public addresses. 

Course in Practical Grammar 

Maximum: Exercises 121 to 235*. 

Minimum: Omit Exercises 140, 141, 142, 143, 146, 147, 
148, 149, 159, 165, 167, 168, 169, 178, 187, 188, 189, 194, 196, 
226, 235. 

Section I. Studies in Sentence Structure 

1. Sentence Building. 

a. The sentence as the language unit. Drill for 

sentence completeness. 

b. Word groups within sentences. Emphasize unity 

of the word group. 

c. Kinds of word groups — phrases, clauses. Also 

teach idioms here. 

d. Base of the sentence. Drill on finding "core 

thought" of sentence. 

2. Predicative Verbs. 

a. Transitive and intransitive verbs clearly dis- 
tinguished. 
*Advanced Book, Part Three, Exercises i to 115. 



EIGHTH GRADE LANGUAGE 261 

b. Kinds of intransitive verbs — linking and com- 

plete. The choice of adjective or adverb after 
these verbs. 

c. Kinds of transitive verbs — active and passive. 

Make clear the effect of the change of the 
voice of the verb. 

d. Direct objects and other substantives following 

active verbs. 

3. Review Lessons in Sentence Structure and Sentence 

Building. 

Section II. The Parts of Speech in Use 

4. Parts of Speech as Sentence Elements. 

5. Study of Substantives. 

a. Nouns in use: Number forms with collective 

nouns. Spelling of genitive case forms. Capi- 
talization of proper nouns. 

b. Pronouns. Keeping the antecedent clear. Choos- 

ing the right forms of pronouns. 

6. The Verb in Use. 

a. Study of the verb as the Hfe-giving element. 

b. Predicative and non-predicative verbs compared. 

The use of verb forms in asserting, assuming, 
and suggesting action. 

c. Practical study of participles, gerunds, and 

infinitives. 

7. Adjectives in Use. 

a. Study of the adjective as the descriptive element. 



262 LIVE LANGUAGE LESSONS 

b. Drills in proper use of number forms with limiting 
adjectives. 

8. Adverbs, Prepositions, Conjunctions, and Interjec- 

tions in Use. 

a. Applied lessons on these various parts of speech. 

b. Exercises and drills to fix habit of using them. 

Section III. Inflections 

9. Practical Study of Inflections. 

a. Inflections reduced to lowest terms. Rule of 

agreement. 

b. Various inflections studied. Drills on trouble- 

some forms. 
10. Lessons and Drills on Troublesome Auxiliary Verbs 
and Principal Parts of Verbs Commonly Misused. 

Points to Guide Teachers 

1 . About two-fifths of the time should be given to the 
socialized studies in composition work; three-fifths to 
practical grammar. 

2. It seems wisest not to divide this time, as is usually 
done, two days per week to composition, three to gram- 
mar. Better results will come from following such a 
suggestive program as is here offered for general guidance: 

Composition: The newspaper. News writing. Talks on 
current events. Making a school paper. Exercises 100-103 
inclusive. Time: Four weeks. 

Grammar: Studies in sentence building. Exercises 1 21-149. 
Time: Seven weeks. 

Composition: Story writing. Exercises 108-110. Recrea- 
tion. Exercises 1 1 5-1 17. Time: Three weeks. 



EIGHTH GRADE LANGUAGE 263 

Grammar: Parts of speech in use. Exercises 150-207. Time: 
Eight weeks. 

Composition: The newspaper. Editorials, and debating on 
live questions. Making a special edition. Exercises 104- 
107. Time: Three weeks. 

Grammar: Inflections. Exercises 208-235. Time: Five 
weeks. 

Composition: Talks and sketches of travel. Exercises 
111-114. Closing words. Exercises 1 18-120. Time: Two 
weeks. 

Grammar Reviews : Four weeks. 

Composition Reviews: Three weeks. 

The foregoing program should be adapted, of course, 
to fit local conditions. It will be necessary in short-term 
schools to reduce the time allotted to the work. 

Special Aims for the Eighth Grade 

1. Fluency with Accuracy is the slogan. 

The central purpose of the course is still to give the 
pupils vital practice in expressing themselves on worth- 
while subjects close to their lives. The pupils should be 
encouraged to express themselves freely. Greater accu- 
racy, however, should be exacted. 

2. Grammar should now be emphasized clearly as a 
separate study. 

A brief, practical course to round out and clinch the 
language-grammar lessons and drills previously given is 
provided. This study of grammar is vitalized, not 
formalized. 



264 LIVE LANGUAGE LESS ONS 

Helps in Composition Work 

The course in composition planned for the eighth 
grade provides a series of practical projects as follows: 

1. Creating school newspapers. 

2. Debating live topics. 

3. Writing and telling stories. 

4. Giving travel talks and writing letters of travel. 

5. Discussing leisure hour *' hobbies" and recreation. 

6. Preparing speeches for school and other audiences. 

The studies are purposely left flexible. Eighth grade 
pupils should be able somewhat successfully to choose 
within easy limits their own subjects and projects, and 
work these out along original lines. Initiative and 
vitality may thus be cultivated. 

This suggestion of liberty in expression must not be 
taken to mean license. It is essential that the class be 
kept within certain well defined boundaries, if sub- 
stantial progress is to be made. This necessary direction 
is provided for in the course as given in the text. A few 
further suggestions to mark the plan more plainly for 
both teacher and pupil are given in the following helps. 

Standards of Attainment 

Composition 

Pupils are ready for promotion from the eighth grade 
when they show in their everyday speech and writing: 

I. Ability to build a clear unified paragraph on some vital 
topic close to their Hves. The following uncorrected examples 
taken from eighth grade pupils show ''A" grade work: 



EIGHTH GRADE LANGUAGE 265 

WHY I AM GLAD I LIVE IN AMERICA 
I am glad I am in America because in America everyone is equal. 
We do not have to pay taxes to support an army that kills women and 
children. We have free schools and every privilege a person can want. 
Every person has a chance to rise. In America Ws not where you came 
from, it^s you. 

WILLIAM PENX'S HOUSE 

Wm. Penn's house is located in Fairmont Park near the zoo. It is a 
small red brick structure with a large grass plat around it and a gravel 
walk leading to it near it is a pump. Inside there is a cement floor. 

A casual observ^er could see at a glance that it was just as clean as 
when Mrs. Penn took care of it herself. The white finished wood across 
the gable is spotless. Out of one slanting side of the roof is a chimney 
of red brick. From a short distance away it looks neat and makes a 
pleasant contrast against a blue cloudless sky. 

2. Ability to organize a composition of several para- 
graphs. Following is a carefully prepared product from the 
eighth grade: 

AUTOBIOGRAPHY OF A WATCH 

"Tick, tock, tick, tock," say I in the morning when I have been 
wound up. 

I am a poor dollar watch with a nickel-plated back, rather battered 
and rubbed. But I am still alive, as you can tell by the way my heart 
beats. 

My glass-covered face has been smashed a number of times. Some- 
how I managed to brave the operation of putting on a new glass epider- 
mis, and I am now as well as ever. 

I admit I am very good looking, for I have fine clean-cut hands, an 
honest, open-hearted face, with a bright little second hand continually 
keeping up with the time. 

I am everybody's friend, for I tell the children in school when they 
may go, and also give the men and women, working in large factories, 
their permission to go after a hard day of work. 

Now, my friends, thinking I have told you enough of myself, I will 
continue in my pursuit of Father Time. 

3. Ability to write a neat and business-like business 
letter, an interesting and correct friendly letter, a brief news 
story, or a short editorial on a vital topic. 



2 00 LIVE LANGUAGE LESSONS 

4. Ability to make a little travel talk, to tell a short story, 
or to give a little speech on some subject of interest. 

GENERAL STUDY ONE— MAKING THE 
SCHOOL NEWSPAPER 

Here is a project v^ith a challenging appeal. It offers 
an opportunity for vitalized composition work in the 
following hnes: 

1. Reporting news. 

2. Writing editorials. 

3. Creating cartoons. 

4. Working out advertisements. 

5. Writing poems and feature stories. 

The beginnings of news writing are comprehended in 
the project. In working it out the pupils should gain a 
keener appreciation of the work of the press. They 
should develop some ability also to write news stories, 
editorials, and other journaHstic compositions. 

The work should not be carried too far at this time. 
Only an informal study of the journalistic art, reinforced 
by some elementary work in creating newspapers, should 
be attempted in the eighth grade. More thorough work 
along this line can be done in the senior high school. 

The following are some things that have been done 
with excellent results by eighth grades in certain schools: 

1. Reporting school news regularly for the local papers. 

2. Creating manuscript or typewritten newspapers once 
a week or once a month. 

3. Creating and printing special issues of the newspapers 
once a quarter or once a year. 



EIGHTH GRADE LANGUAGE 267 

The first effort should be directed towards awakening 
a five interest in the work of the reporters. The text 
opens the way for this to be well done. 

Following the study of Exercises 100, loi and 102, let 
the pupils either visit a news plant or bring in clippings 
of news stories. 

In succeeding lessons, they may be given opportunity 
to create a little newspaper for themselves by: 

1. Playing the part of real reporters gathering and writing 
real news. 

2. Practicing the art of telling a news story. 

3. Selecting and arranging in best form the stories they 
write. 

The following account of a visit to a newspaper plant 
is by an eighth grade pupil. It shows clearly the keen in- 
terest of pupils in this kind of work. 

THE NEWSPAPER PRESS 

Having arrived at the newspaper building, our excellent guide took 
us to the press room. 

A big roll of plain paper weighing around 1,800 pounds was lifted to 
two arms reaching out from the press. This work is done by a crane, 
built into the press, which is worked by hand. The loose end of the 
paper is shoved over a rod and down around a huge roller with the casts 
on it, then pulled up over some rods and over another huge roller with 
the casts on it. This last roller prints the opposite side of the paper from 
the side the first roller prints 

It then slides, evenly, over two diagonally placed bars to take the 
paper from one side of the machine to the other. It then slides over a 
triangular piece of steel. This finds the middle of the paper. The paper 
is now run between two rollers which crease it. The rollers are directly 
under the triangle. These rollers fold the paper exactly right. A roller 
that has two blades on it turns a half revolution for every sheet of paper. 
This cuts the printed newspaper. Some steel fingers get the newspaper 
and pull it on some leather straps which pull it out to a waiting man. 
Every fiftieth paper comes about two inches higher than the others. The 



268 LIVE LANGUAGE LESSONS 

man takes them fifty at a time and puts them on a truck. This is the 
way they count them. 

The green sheet is slid right over the rest of the paper at the end, that 
is, it's folded and cut with the other paper. 

There is an ink trough for every printing roller. The ink is pressed 
on to a leather covered roller and is transferred on to about five rollers 
in turn till it comes to the printing roller. So the ink will be even, they 
have these rollers. If you dip your finger into the ink and then hold 
your finger straight up and down, the ink won't run it is so thick. 

The World-Herald has three presses, with one for the Comic part of 
the Sunday paper. On Sunday about three carloads of paper is used. 
If one of the presses gets out of order the other press is started imme- 
diately. — Paul L. Hoffman. 



GENERAL STUDY TWO— CREATING 
ORIGINAL STORIES 

Another study of compelling interest is offered here. 
That boys and girls are always eager for created stories, 
is shown by their intense interest in the ''movies," in 
fiction, and in the drama. This interest may be turned 
to good account in language work. 

A teacher of Enghsh was visiting the schools in a 
mining camp recently. He was taken into an eighth 
grade made up entirely of foreign children. 

''These boys and girls are very unresponsive," the teacher 
quietly informed the visitor; "It is almost impossible to get 
them to talk." 

The visitor had a feeling that every pupil would express 
himself, if the teacher struck the line of the pupil's liveliest 
interest. 

"What do you boys and girls do here to have fun?" came 
his first question to the class. 

"Go to the 'movies' " came the quick response. 

*'What play have you seen lately that you liked?" 



EIGHTH GRADE LANGUAGE 269 

''The Black Glove," said one girl; ''The Copper Claw," 
shouted a boy. 

"What is 'The Black Glove' about?" 

The ItaKan lassie's dark eyes sparkled as she stood up 
and began vividly to picture the play that had recently 
thrilled her. Then the boy followed with his story of "The 
Copper Claw." 

Their language was full of ''The man he," ''This 
here," "That there" and other slips in language. But 
they told their stories fairly well; and they revealed at 
the same time their story tastes. Here was a golden 
opportunity tactfully to slip in suggestions to guide their 
tastes aright. 

The moral is plain : Teachers should help pupils to an 
appreciation of choice stories. This help can best be 
given in two ways : 

1. Lead them to tell of the stories they like best. 

2. Give them a chance to create stories. 

There are rich opportunities in the latter type of 
exercise for cultivating the spirit of authorship. 

Beside following the suggestions in the text, lead the 
pupils to try their hand at making scenarios or in creat- 
ing little plays for their own and others entertainment. 

GENERAL STUDY THREE— TRAVEL TALKS 
AND SKETCHES 

A good way to open this project interestingly is to 
make an outline map of our country on the board. 



270 LIVE LANGUAGE LESSONS 




Then ask : Where have you traveled in our own land? 

Let the pupils each indicate by lines or dots the trips 
they have taken. It is often surprising how many places 
in our land and even in foreign lands have been visited 
by pupils in any given class. 

What is one of the most interesting sights you have 
seen in traveling? 

This question practically always brings a ready re- 
sponse, and leads to an exchange of more or less delight- 
ful travel experiences. 

The suggestion in Exercise iii will serve further to 
draw out the pupils and open up the project fully. Fol- 
lowing the directions in the text, the work may then be 
carried forward easily step by step to these desired 
results : 

1. Travel talks by each pupil. 

2. Sketch-books on travel, either by the class working 
together, or by individual pupils each working out a booklet. 

3. Diaries of travel. 



EIGHTH GRADE LANGUAGE 271 

4. Real letters of travel, business correspondence, and 
telegrams. 

A month of practical work may be given, if time 
permits, to this work. The study offers a rich oppor- 
tunity for motivated practice in speech and in writing. 

Planning the Talks 

To make a good outline the pupil should choose an 
apt title. 

The effort here should be to get something which 
attracts and at the same time suggests the center of the 
talk. For example: The Niagara of the West; Around 
the Alamo; Rip Van Winkle's Land; The Dead Sea of 
America. 

Then mark plainly the steps to be taken in develop- 
ing the subject. For illustration: 

Around the Alamo 

a. What is the Alamo? Brief explanation of the old 
mission. 

b. What made the Alamo famous? Read the story of the 
Alamo. 

c. The historic shrine as it is to-day. 

d. Other historic places near the Alamo. 

Various plans may be followed in arranging such a talk. 
The pupils should take their own lead, being tactfully 
guided by the teacher to bring out their own pictures and 
thoughts in order and to give them personal interest 
touches. The talk should be illustrated, if possible, with 
drawings and pictures. 



272 LIVE LANGUAGE LESSONS 

Some Excellent Results 

The members of a certain eighth grade class were led 
to tell of their travel experiences. Practically every pupil 
had taken a trip to some interesting place. One boy 
told of his visit to the Panama Exposition. For several 
days he worked, gathering and organizing his materials, 
and arranging pictures to illustrate his talk. 

He gave his Httle lecture with considerable nervous- 
ness. His teacher felt that he had all but failed; and the 
boy's father, who was present, was not sure that the 
result was worth the effort. 

Afterwards the boy made a trip with his parents 
through the Yellowstone. During the journey the boy 
was greatly interested in gathering pictures. One night 
after returning, the father came home just about dusk 
and found about twenty-five people, old and young, on 
the lawn back of the house. There, between the maple 
trees, was hung a white sheet. His boy stood with a 
pointer, while a younger brother was throwing pictures 
on the screen. The neighbors and their children were 
being taken on a trip through the Yellowstone Park by 
these boys. 

When the show was over the boy said to his father, 
"You know, daddy, I don't think it is fair for us to have 
had such a wonderful trip unless we share it with some- 
body." 

Another instance comes from a class which was 
having imaginary journeys. Led by their teacher, who 
had traveled widely, these pupils had worked out rather 
interesting fanciful trips over all the world. 



EIGHTH GRADE LANGUAGE 273 

A visitor, asked to speak to the children, said, "I am 
wondering whether you boys and girls haven't taken some 
real trips. How many of you have always lived in this 
state?" 

Only two hands were raised. Thirty-five pupils were in 
the class. 

^' Where have you lived?" 

The pupils began to tell. Twenty-seven different states 
and four foreign countries were named. 

''Have you ever told one another of the real trips you 
have taken?" 

*'0h, no, we had to tell of imaginary journeys." 

''Well, your imaginary sketches are good. I think, how- 
ever, that you might do even better if you described real 
scenes, don't you?" 

A year later the visitor returned. The teacher had 
gone to another school. She had left, however, some- 
thing to show clearly that the suggestion had been taken 
seriously. A beautiful booklet of travel sketches was 
presented to the visitor. It had been produced by the 
class; every pupil ha\ing contributed one sketch illus- 
trated with drawings, post cards, or kodak pictures. The 
title of the booklet artistically done on the cover was: 
"Owr Own Traill 

GENERAL STUDY FOUR— RECREATION 

One of the most serious problems to be solved by 
parents and teachers is how to train boys and girls to fill 
their leisure hours both pleasurably and profitably. 

Here is a helpful project leading to that desired result. 

Pupils, stimulated to talk of their pastimes and their 
hobbies, can help one another find wholesome fun and 



274 LIVE LANGUAGE LESSONS 

real education through proper play. Excellent oral and 
written expression grows out of this work. It is of vital 
interest, and so flexible as to give opportunity for many 
different kinds of work on various subjects. The follow- 
ing are some of the language results that may come from 
the study: 

1. Descriptions of plays and games. 

2. Story hours. 

3. Talks on favorite books and authors. 

4. Talks on inventions. 

5. Letter writing to companions and friends. 

6. Making of leisure hour booklets. 

It is not expected that the pupils shall take more than 
one, or at most, two subjects. The effort should be to get 
each to find the subject on which he can best express 
himself and develop it fully. 

Suppose, for example, a boy has a keen interest in base- 
ball. Let him make a baseball book. In this he might : 

1. Sketch briefly the history of the national game. 

2. Describe the game itself. 

3. Report some game he has watched. 

4. Gather pictures of famous players, and of baseball 
scenes. 

5. Tell of some Hvely game he has had with his com- 
panions, or between his school and another. 

Suppose a girl is greatly interested in the ''Girls' 
Camp-Fire Club," let her make a booklet bringing out 
the activities and the fun of this club. 

In this she might give: 

I. A statement telling of the history and purposes of the 
organization. 



EIGHTH GRADE LANGUAGE 275 

2. The rules of the club. 

3. Report of some camp-fire outing she has enjoyed. 

4. Songs and games. 

5. Fireside fun at home for camp-fire girls. 

The teacher's part is to help the pupil organize 
his materials. Training him to express himself in a 
straight line is still the main objective. Planning his 
talks and making a leisure-hour book, Exercise 117, 
will give him good practice in systematizing his thoughts 
and materials. 

Three weeks may well be given to this general study. 

GENERAL STUDY EIVE— CLOSING WORDS 

This project is planned principally for the close of the 
eighth grade course. At that time the giving of pro- 
grams easily motivates the study. At any time during 
the year, however, the study may be made vital and 
valuable. 

The fundamental principles of effective speech are 
suggested in the study These principles may be prac- 
ticed not only during commencement days, but through- 
out the year, in the following ways : 

Through Organizing Young Citizens' Clubs 

Let pupils here first talk of some worthy work boys 
and girls might do for their community or school by 
organizing, as: ''The Clean-up Club", or "The Willing 
Workers", or ''The Good Health Club", or "The Better 
Speech Club." In these names are suggested the object 
of such a club. 



276 LIVE LANGUAGE LESSONS 

Next let them organize such a club as they choose. 
They should learn here how to make a motion, how to 
elect a chairman and secretary, how to appoint a com- 
mittee to draft a constitution and by-laws. 

A third lesson would be the adoption of the constitu- 
tion and by-laws and the electing of officers. 

When the organization is effected its activities may 
be turned into various vital channels; as, 

1. Debating live topics. See those in the text, Exercise 

I05- 

2. Giving and conducting class programs. Pupils should 
be given opportunity to preside occasionally, and also to plan 
their own programs for various occasions. 

3. Discussing current events. Ten or fifteen minutes 
each day may be very profitably given to the reporting of 
events of importance. The pupils should take turns in giving 
these reports. Use "Current Events," or "The Literary 
Digest," or some other worthy publication to guide this 
work. 

4. A cartoon program. Pupils here should be led to bring 
to school some choice cartoon on a current event, and to 
explain its significance. 

5. Good jokes. The telling of choice clean jokes should 
be encouraged. Such practice is not only a good language 
exercise, but it cultivates the sense of humor. 

6. Making addresses on special occasions. Brief talks 
for Labor Day, Hallowe'en, Thanksgiving, Christmas, the 
birthdays of Washington, Lincoln, Roosevelt, Columbus, 
and various other people who should be remembered, may be 
made by pupils. 



EIGHTH GRADE LANGUAGE 277 

Say one thing at a time and say it clearly is a good 
slogan for the work. Pupils mil gain skill to make one 
point clearly as they build sentences into unified para- 
graphs, into unified oral and written compositions. 

GRAMMAR 

Live Language Lessons — Third Book, Part II* 

Live Language Lessons provide a Climbing Course in 
Grammar. Each grade is given some part in the work, 
the lessons being adapted to the pupil's ability to master 
them. The following outline gives the main steps in 
the course: 

Primary Grades: First, Second, and Third. 

Vitalized Language Games dealing with the simpler type 
trouble-makers in speech. 

Intermediate Grades: Fourth, Fifth, and Sixth. 

Tables of Correct Usage. Lessons and drills to train the 
tongue are here given on the forms that commonly are mis- 
used. 

Simple Sentence Studies, The Parts of Speech, and 
Number and Possessive Forms, also, are taught in a practical 
way. 

Grammar Grades : Seventh and Eighth. 

The Five Senses in Sentence Building — Unity, sub- 
ordination, modification, transposition, and quotation — are 
dealt with here. 

A Brief Course in Practical Grammar is given to round 
out and reinforce the work. 
*Also Advanced Book, Part Three. 



278 



LIVE LANGUAGE LESSONS 



The following charts show in graphic form the general 
plan: 



Grades 



A Climbing Course 

IN 

Applied 

GR3\MMAR 



Grammar 
Applied 
in Com- 
position and 
Interpretation 
of Classics 



Thorough Review 

of Fundamentals 

of Grammar 



Systematic Course in 
Applied Grammar 




Studies and Exercises in 

Sentence Building and 

Correct Usage 



Beginning Studies in 

Sentence Structure and 

the Parts of Speech 



Lessons and Drills on 
The Twelve Tables of Correct 
Usage" 



Vitalized Language Games 
and 
Exercises to Overcome Common 
Errors and Fix Right Habits 
of Speech 



NOTE: The Curved Lines Indicate the Change in Emphasis Given 
to the Three Main Phases of Grammar 



EIGHTH GRADE LANGUAGE 



279 



a 






en 



6 




28o LIVE LANGUAGE LESSONS 

A New Point of View 

Grammar can be most effectively taught only when 
teachers generally see the subject from the right view- 
point. 

Two opposing schools of thought have been developed 
regarding this subject. The formalists insist on teach- 
ing technical grammar in practically all of the grades 
from chart class to college. The expressionists all but 
eliminate the study of formal grammar from the cur- 
riculum. Neither of these extreme views can be entirely 
right. The truth seems to He both between and ahead of 
them. 

Both less, and better grammar is the thing demanded. 
A well organized course in the essentials of the subject, 
taught from the applied viewpoint, must be given if the 
pupil is to get a sound building up in language. 

An incident from actual schoolroom practice will give a 
concrete example of the working of this method. 

It happened last spring that a visitor was questioning 
a certain class on grammar. The following is alrriost 
a verbatim report: 

''What are some of the things you study in grammar?" 

''Parts of speech," came a quick response. 

"Name one of them." 

"Adjectives." 

"What is an adjective?" 

"Word that modifies a noun or pronoun." 

"What is the adjective good for in speech?" 

"Good to modify a noun or pronoun." 

"Do you use it?" 

"Guess so." 



EIGHTH GRADE LANGUAGE 



281 



''Give an example of the adjective." 

''Red, yellow, blue, green." 

Every reply showed clearly that the pupils had never 
thought of an adjective outside of the textbook. Their 
knowledge of grammar was formalized book learning, nothing 
more. 

"You live in a rich apple growing country," suggested the 
visitor. "What kind of apples are grown here?" 

"Jonathans," said one. 

"Delicious," said another. 

"What is the difference between the Jonathan and the 
Delicious apple?" 

The pupils began to contrast and compare these varieties 
of apples. An apphed lesson in adjectives was the result. 

" Suppose you wished to advertise your apples, what sort 
of advertisement might you work out? W^ouldn't you like to 
try that as an exercise on adjectives for to-morrow?" 

The pupils were eager to get at the work. Their 
lesson had been made to vibrate; the facts had carried 
over into the realm of real life. Every lesson must be so 
taught if it is to bring results worth while. 

The Vitahzing Principle 

The fundamental principle in all effective teaching is 
made clear by the foregoing discussion and illustration 
from the classroom. It is not enough merely to teach 
facts and formal rules; these facts must function 
through life application to be made vital and useful. 

To illuminate this point by an analogy : An electrician 
may string the wires and place the fixtures and bulbs in a 
building. All these are useless until the electric current 
is turned through the lamps. In the teaching process 



2^2 LIVE LANGUAGE LESSONS 

the essential thing is not only to present the facts and 
principles clearly but to connect them constantly with 
hfe. 

Live Language Drills 

Facts, rules, and principles are well taught only when 
they are fixed by life-giving exercises. The fatal fault in 
formalistic teaching lies in its failure to clinch principles 
with everyday practice. The hit-and-miss method of the 
expressionist fails likewise because of its failure to 
clinch life practice with fundamental principles. Right 
language habits can be fixed only as the essential facts 
and rules are driven home by well directed, practical 
drills. 

The live language drill system is simple and effective. 
Besides the practical exercises given with every lesson, 
it constantly gives applied drills that carry the lessons 
beyond the text into the life uses of language. The fol- 
lowing directions are typical assignments: 

1. Bring to class a paragraph made up of clearly con- 
structed sentences, dealing with a topic you are studying in 
history, geography, or some other study. 

2. Compose ten sentences, each of which contains a 
phrase and a clause, 

3. Find and copy from the works of good writers five 
sentences containing idioms. 

4. Find elsewhere three sentences containing quotations, 
each of which follows the. main verb; three in each of which 
the quotation precedes the main verb; three in each of which 
the quotation is divided by the main verb. 



EIGHTH GRADE LANGUAGE 283 

5. Find a picturesque sentence in the writings of some 
noted writer. Omit the words that describe and let the class 
try to find them. 

6. Bring to class five sentences from your reading, the 
meaning of which is made obscure by the misplacement of 
the adjective, and give the correct form of each sentence. 

The New Nomenclature 

A few years ago Our Country was at sea on the ques- 
tion of grammatical terms. For illustration, several 
different names were used for the predicate nominative. 
It was called also attribute complement, and subjective 
complement. The National Education Association, 
cooperating with other national organizations, in an 
attempt to clear away this unnecessary trouble, has 
adopted a uniform nomenclature. The new nomen- 
clature is used in Live Language Lessons. This forward 
step from the old to the new is made easy in the texts as 
old terms are retained in footnotes. Thus, when the 
name ''linking verbs" is first found, (Exercise 131), the 
footnote says, ''Also called copulas." Other new terms 
are likewise helpfully introduced. The thought is to 
protect the pupils and teachers until the new order of 
names becomes well established. 

There is little need, however, for worry about learn- 
ing these new terms. There are comparatively few to be 
learned. The most commonly used ones are: 

Subject substantive for simple subject 

Linking verbs . for copulas 

Predicative nominative) for attribute or subjective 

Predicate adjective f complement 

Adjunct accusative for objective complement 



284 LIVE LANGUAGE LESSONS 

Accusative case for objective case 

Genitive case for possessive case 

Determinative clause for restrictive clause 

Most of the foregoing terms, indeed, are not new. 
Accusative and genitive, for example, are used con- 
stantly in teaching other languages. The other forms 
also are not unfamiliar; they almost explain themselves. 

DIVISION ONE. PRACTICAL SUGGESTIONS 

FOR TEACHING TYPE LESSONS IN 

GRAMMAR 

The first and central rule for the effective teaching 
not only of grammar but of other subjects, is this: 
Teach one thing at a time. 

Lack of unity is a main and fatal fault in most lessons. 
Every live lesson has a central principle in it to be de- 
veloped. The business of the teacher is to help pupils 
discover and understand the principle. 

The second practical suggestion naturally grows out 
of the first: Find the essential one thing in every lesson 
to be taught. 

The essentials to be kept clear in teaching the various 
phases of grammar, have already been briefly pointed out 
in the outline given on pages 259-262. These central 
objectives will be brought again into the clear in con- 
nection with the following type lessons in grammar. 

Type Lesson i. Sentence Building 

Ask any class this question: What is a sentence? 
Practically every pupil will answer, "A sentence is a 
group of words expressing a complete thought." 



EIGHTH GRADE LANGUAGE 285 

Then ask ''What do you mean by complete?" The 
result is generally a jumble of answers showing plainly 
that the pupils have not faced squarely the essential 
part of the definition. They have learned a definition 
from the verbal viewpoint. 

In teaching sentences, the essential thing is to lead the 
pupils to feel sentence completeness. This is the main 
objective in the opening lesson (Exercise 121). The 
thought there is expressed in various ways but the 
essential thing kept clear throughout is this: Each 
sentence is a step forward in thought expression. 

To make the pupil really feel this is to cultivate a 
sure sentence sense. The pupils should have Httle 
difficulty, after the definite lessons in sentence building 
given in the seventh grade, to get this thought clear. 
The final test, however, as to whether they have it will 
be found in their application of it in composition work, 
oral and written. The following samples of eighth grade 
work show clearly that there is need for making the idea, 
"complete," carry over into the pupil's own sentence 
building. 

SHELL FISHES 

Shell fishes lived in the shallows and died and left there skeletons in 
the soft mud. The sea bottom slowly rose and land appeared. A land of 
marshes and forests in which grew great ferns and trees which are only- 
found now in far south. In the swampy land lived great lizards some 
taller then elephants. After many thousands of years there were splendid 
oaks, maples, beeches, and willow trees, we find there leaves today 
pressed and printed in the red sandstone rocks. 

A RAINY DAY 

It is a rainy day. One that makes you feel as if something dreadful is 
going to happen, the clouds are heavy and oppressing, while the air 
is full of mist and quite chilly. The streets glisten with the preceding 
rain which has made e\^erybody dreary to their very bones. 



286 LIVE LANGUAGE LESSONS 

Type Lesson 2. Word Groups 

Sentences are made up of various elements. They 
must contain substantives and verbs. They may also 
contain modifying and connective and independent 
elements. These different elements are made up either 
of single words or of groups of words. 

The word group is essentially like a single word in the 
function it performs. This unity, or oneness, of the 
word group is the essential thing to be kept clear in 
teaching this lesson. Word groups may be either phrases, 
clauses, or idioms, a special kind of phrase. Each of these 
groups, however, is a unit in sentence building. 

A good working knowledge of this essential is neces- 
sary. Pupils will gain facility in understanding and in 
handling the word group as they deal with it from this 
viewpoint. The senses of subordination, of modification, 
of transposition, and of quotation will be cultivated as 
this lesson is made clear. 

For added drill the following and other like exercises 
may be used : 

Enclose in marks of parenthesis each word group and 
underline the words used separately in the following 
sentences, taken from eighth grade compositions: 

1. It was a dry hot day. The smothering wind was play- 
ing a slow hymn in the dust brown grass. 

2. The white snow kept piHng higher and higher on the 
housetops and walks. 

3. People trying to keep cool were splashing and swim- 
ming in the water. 

4. When the leaves fluttered down, they looked Hke 
fairies dancing in the air. 



EIGHTH GRADE LANGUAGE 287 

5. The wind swept through the trees with a shrill screech 
like that of some infuriated monster. 

6. The hydroplane shot forward over the water at a 
thrilling speed. 

7. This was Washington's headquarters when he spent 
that cold winter there with his soldiers. 

Type Lesson 3. Idioms 

Idioms are given special attention for three reasons: 
(i) They are one of the most troublesome forms to be 
met with in sentence structure; (2) The idiom is a 
vitalizing element in language and it should be under- 
stood and used with intelligence; (3) In teaching idioms 
the essential unity of the word group is best shown. 

Type Lesson 4. Kinds of Sentences According to Use 

One thing should be kept clear in dealing with this 
lesson: The use of these types of sentences in the 
language of life. Generally pupils are trained to name 
and classify sentences. The thought is seldom driven 
home that language effectiveness depends often on 
whether we put our thoughts in the form of a declarative 
or in an interrogative form. 

Observe that the new nomenclature is used here. 
Sentences according to that classification are first of all 
of two kinds — declarative or interrogative. These again 
may each be either exclamatory or non-exclamatory. 
The text explains this point clearly. 

Type Lesson 5. Base of the Sentence 
Every well built sentence says one main thing. To be 

able to find the core thought in any sentence is to be 
trained in sentence unity. This training is made vital 



LIVE LANGUAGE LESSONS 



when it is turned to constructing sentences that are well 
unified. 

The essential point to keep clear in this lesson is sug- 
gested in the foregoing paragraph. Drill on finding the 
base of the sentence. Use not only the exercises found 
in the text but the following sentences and others, if 
necessary, to make sure the point is clinched. 

Underline the base of each of the following sentences: 

1. The sunlight was tipping the jagged rim of the moun- 
tains with flaming gold. 

2. Every dusky head was sheltered beneath the smoky 
canvas. 

3. The sunburnt meadows, patterned with golden willow 
patches, made a pretty carpet for the valley floor. 

4. Everyone in camp was on the alert to watch what was 
coming. 

5. As we gradually ascended the Sweetwater the nights 
became cooler. 

6. About thirty miles below Salmon Falls the dilemma 
confronted us either to cross the river or starve our teams. 

7. My boyhood pranks of playing with logs or old leaky 
skiffs in the waters of the White River now served me well. 

8. Every now and then we get down from our donkeys to 
talk with the turbaned merchants. 

9. Here boys and men in red fez caps and long gowns are 
making cups and trays. 

10. Above the streets is hung a matting which shuts out 
the sun. 

Type Lesson 6. The Predicative Verb 

The sentence swings around the main verb. To find 
this verb is to find the thought center of the sentence. 



EIGHTH GRADE LANGUAGE 289 

Drill exercises aimed at this essential will reinforce the 
lesson just outlined on the base of the sentence, and also 
help to cultivate a surer sentence sense. 

A good practical application of this lesson may be 
found in a study of sentences by pupils themselves. Let 
them exchange compositions or notebooks and search for 
groups of words they have used as sentences, which do 
not contain predicative verbs; as, 

1. Going down the street the other day very rapidly. 

2. Also an observatory which is quite high so that 
visitors may have an unobstructed view on clear days. 

3. The flag that one may see if one goes there. 

4. As I stood near the banks of the river and watched the 
little ripples floating toward the shore. 

5. White clouds floating across the sky and seeming to 
run a race with one another. 

Have the pupils make the foregoing groups of words 
into sentences. Also have them each find five other such 
word groups, if possible, in their own compositions or 
notebooks, which they have wrongly used as sentences. 

T5rpe Lesson 7. The Passive Verb 
Test any ninth grade class with this question: Is the 
passive verb transitive or intransitive? INIost of such 
classes and many teachers tested the country over have 
answered, "The passive verb is intransitive." When 
asked the reason they have generally replied: 
"It does not take an object." 

This result is due directly to the teaching of a false 
definition. Many texts and most teachers have been 
training pupils to repeat this misleading definition: A 



290 LIVE LANGUAGE LESSONS 

transitive verb is one which takes an object to complete 
its meaning. 

The truer method of teaching these important classes 
of verbs is to lead pupils to feel the difference between 
transitive and intransitive actions. Let them dramatize 
these actions by responding to such commands, as-^ 
stand, sit, talk, walk, jump, hop, skip. Then direct 
them to break, make, take, carry, bring, lift. 

Immediately they will begin to see that there are 
different kinds of actions to be performed. One kind 
does not require anything to receive it; the other does 
require a receiver. 

Type Lesson 8. Dramatizing the Verb 

Continue this dramatizing of various verbs until the 
pupils feel the difference between a transitive and an 
intransitive action. For example, ask each pupil to 
perform an act that is not received. He may rise, jump, 
skip, hop, talk. Then ask each one to perform some 
transitive action. In response to this he may break a 
piece of crayon, strike his desk, lift a book, raise his 
pencil. 

The exercise to follow this first step may be the making 
of two lists of verbs, say twenty in each, one list giving 
those that express action not received; another, action 
which is received. 

A second lesson in developing the essential difference 
between transitive and intransitive verbs may be 
centered round the meaning of these terms. After 
reviewing, by using the pupils' lists of verbs, the idea 
developed in the beginning lesson, the pupils may be led 



EIGHTH GRADE LANGUAGE 291 

to think of a possible name for these two classes of verbs 
— one expressing action received, and the other express- 
ing action not received. Say nothing about objects at 
this point. 

What might the verb that expresses action that is 
received be called? Some pupil may know the name. 
If not, after he has been led to think of the problem 
and to suggest possible terms, the word transitive may 
be given. 

Draw out the meaning of transitive by having a study 
of the words containing "trans," as, transfer, transport, 
trans-continental. Trans, it will be discovered, impHes 
a passing over. The action expressed by such verbs 
seems to be transferred from the doer over to the re- 
ceiver. 

With this thought made clear, the pupils will be ready 
for the next step — a study of the kinds of transitive and 
of intransitive verbs. 

Active and passive verbs likewise should be carefully 
taught. To reinforce the thought that transitive verbs 
cApress an act which is received, perform some act as 
breaking the chalk, lifting an eraser. Ask the pupils to 
tell what was done. 

''You broke the chalk," will be the reply. 
'- Very well, talk about the chalk." 
"The chalk was broken." 

'How many acts were performed?" 
"One." 

' In how many ways did you tell of the act?" 
"Two." 



292 LIVE LANGUAGE LESSONS 

Perform several transitive acts and have them express 
the action in both active and passive voice. Then per- 
form an intransitive action, and have the pupils try to 
tell of it in two ways. Through this dramatic method 
the class may be led readily to see that transitive verbs 
are either active or passive; intransitive verbs cannot be 
changed. For example: 

The boy lifted the chair. The chair was Kfted by the 
boy. A transitive act expressed in both active voice 
(wherein the subject acts) and passive voice (wherein 
the subject is acted upon.) 

Drill on this point until it is clinched by using sen- 
tences from the pupils' own papers, from readers, or 
other books. Have them find transitive verbs and 
change them from active to passive or from passive to 
active. Have them also find intransitive verbs express- 
ing action not received. For illustration: 

Transitive 
Active Passive 

1. We see a house in the i. A house is seen, 
distance. 

2. Over the door they 2. The flags were crossed, 
crossed two flags. 

3. I build my nest in the tall 3. My nest was built, 
grass. 

4. The people protect me. 4. I am protected. 

5. My parents gave me an 5. An education was given 
education. me. 

Intransitive 

1. The morning dawned bright and warm. 

2. Everyone was lounging around. 



EIGHTH GRADE LANGUAGE 



293 



3. Clouds floated lazily across the sky. 

4. A robin was sitting on a leafy branch. 

5. Two feet of snow fell that day. 

A follow-up lesson on What is the use of the active 
and passive voice? will make surer the knowledge. The 
practical lessons given in Exercises 138 and 139 may be 
readily increased if necessary. The exercises in the text, 
however, would seem to be sufficient to drive home the 
vital point. 

In succeeding lessons, dealing with verbs and with 
case, transitive verbs are again dealt with in a practical 
way. The essential thing at this point is to make the 
pupils feel the principles by giving them a clear working 
knowledge of the fundamental difference between transi- 
tive and intransitive action. 

When the distinction betw^een transitive and intransi- 
tive has been made reasonably clear, attention may be 
given to the two classes of each of these verbs. 

Following the lead of the text here, let the pupils first 
make a study of Unking verbs, and complete verbs. 

The practical exercises given in connection with 
Exercises 131, 132, 133, 134, may be increased, if neces- 
sary; but they would seem to be ample to make the 
distinction between these classes of verbs clear, and to 
drive home their practical appHcation. They will be 
taken up in other lessons later. 

Type Lesson 9. A Study of Objects 
Several lessons dealing with direct and indirect objects 
and the adjunct accusative are given after the work on 
transitive and intransitive verbs. A complete knowledge 



294 LIVE LANGUAGE LESSONS 

of sentence structure makes the study of these various 
objects necessary. 

Practical application of these lessons is found in 
sentence variety and the foundation is laid for the 
studies in case to follow. 

Type Lesson lo. Cultivating the Quotation Sense 

Quotations both direct and indirect, are important 
elements in sentence structure. The direct quotation is 
used constantly in stories; the indirect is used quite as 
much in conversation and in letter writing. It is essential 
that the pupil be trained to handle quotations with clear- 
ness and force. 

The studies given on quotations accomplish several 
things : 

1. They are aimed at cultivating quotation skill. 

2. They give vitalized practice in using quotation marks 
correctly. 

3. They cultivate a sense of emphasis, or transposition. 

The drills, aimed at getting these results, may be 
readily increased. 

Type Lesson 11. Base of Compound and Complex 
Sentences 

The exercises given under these headings are directed 
towards the great purpose of all the lessons in sentence 
building, sentence unity or ''sentence sense." 

Ability to build clear, well unified sentences is di- 
rectly dependent on a good working knowledge of 
sentence structure. There are five senses to be culti- 
vated in sentence building: 



EIGHTH GRADE LANGUAGE 295 

A sense of unity. 
A sense of subordination. 
A sense of modification. 
A sense of quotation. 
A sense of emphasis. 



The sense of unity is the mother of all the other senses. 
AbiUty to say one thing at a time and say it well means 
power in speech. It will be readily seen that the cultiva- 
tion of this abihty is the central aim of all the exercises 
offered in this first important division of grammar- 
sentence building. 

The practical exercises with which this division is 
closed are suggestive only of the hundreds of like exer- 
cises that may be given to connect the principles taught 
with life. 

DIVISION TWO. STUDIES IN THE PARTS OF 
SPEECH 

The pupils should come to this study with a fairly clear 
knowledge of the parts of speech. A brief review of 
these, however, will be helpful at the beginning of the 
work. The emphasis in this review, as in all of the 
succeeding study, should be placed on the use of the 
parts of speech. 

Use determines the classification. This thought 
should be kept clear. Any one word may perform several 
distinct offices in sentence building. For example: The 
train was late. They train the team skillfully. The train 
schedule has been changed. 

Use here such drill exercises as the following to fix in 



296 LIVE LANGUAGE LESSONS 



pupils the habit of asking the question, How is the word 
used? 

I. Use as two or three different parts of speech the 
following words: 



pull 


walk 


tire 


thread 


lead 


step 


silver 


play 


strike 


drive 


bear 


stick 


light 


snow 


bat 



2. Using the dictionary, find ten words that may each 
be used as three different parts of speech. 

3. Compose five sentences in each of which some 
word is used as two or three different parts of speech; as, 

We shall ship our goods in an American ship. 

Another point to be made clear is the grouping of the 
parts of speech as sentence elements. There are eight 
parts of speech. Only five offices, however, can be per- 
formed in a sentence by these parts of speech. These 
offices are: 

(i) Substantives; (2) Asserting elements; (3) Modifiers; 
(4) Connectives; or (5) Independent elements. 

Study I. Nouns in Use 

From the use viewpoint three things are of practical 
moment in the study of nouns : 

1. Capitalization of proper nouns. 

2. Agreement of verb with collective nouns. 

3. Spelling of forms expressive of number, gender, and 
genitive case. 

The amount of time necessary to give to any of these 
practical phases must be determined by the needs of 



EIGHTH GRADE LANGUAGE 297 



the class. The following are a few suggestions for general 
guidance: 

I. The general rules for capitalization of proper 
nouns should already be known. Make this an occasion 
for a good review, or a new view, of that rule; add the 
special rules given in Exercise 154. Make these clear 
with application, adding other exercises for drill, if 
necessary. 

For additional drills use the following and similar 
exercises : 

a. Clear away the errors in these sentences taken from 
eighth grade papers, giving reasons: 

1. It happened one beautiful autumn day out west. 

2. My uncle Tom.owned a ranch near the teton river. 

3. The birds were singing gayly, we were happy as they. 

4. Old chief Sowiet was a brave indian, and he was always 
as just as he was brave. 

5. King winter now has come again 

with Jack frost and the snow 
The merry birds have flown away 
where old south wind doth blow. 

b. Have the pupils bring to class five other sentences 
from seventh or eighth grade papers or notebooks show- 
ing errors in use of capitals. 

2. The exercises on collective nouns would seem 
sufficient at this time. These will be followed by other 
practical drills under the study of Number later in the 
course. 

Study 2. Case Uses of the Noun 

In deahng with the case uses of the noun, do not hold 
pupils to a thorough study of all of the forms at this 



298 LIVE LANGUAGE LESSONS 

time. The lesson should be dealt with as a summary and 
review. All of the uses, except the nominative absolvite 
and the adverbial accusative have been previously 
introduced. These two special uses will be considered 
more fully later under adverbs and case. It is necessary 
only to get a passing acquaintance with them at this 
point. 

Study 3. Genitive Forms of the Noun 

Since the only practical dilhculty met with in dealing 
with the case of nouns, is with genitive forms, the 
emphasis should be given to these forms. The nomina- 
tive and the accusative forms had best be taken up in 
connection with pronouns. 

Drill on these genitive forms in relation to their con- 
text. For example, use such dictation exercises as the 
following : 

John's boots are black. The soldier's guns shone. 

Henry's skates are sharp. The women's dresses were 

white. 
Mary's books are lost. The ladies' hats were sold. 

Most of the difficulty comes from confounding simple 
plurals with genitive forms. Ladie's, Marys hat. The 
boy*s have gone, are typical errors. Much practice in 
writing exercises like the one just given will help to 
overcome these faults. 

Study 4. Substantive Phrases and Clauses 

Exercise 159 should be carefully studied for two 
practical reasons: 

I. Facility in handling substantive phrases and 
clauses makes for clearness and variety of expression. 



EIGHTH GRADE LANGUAGE 299 

For illustration: We hoped that he would come. Our 
hope was that he would come. It was our hope that he 
would come. 

Similarly express in two or more ways each of the 
following thoughts keeping the substantive clause in 
each: 

a. We believe that he is honest. 

b. They asserted positively that he would come. 

c. I am not certain that I shall go. 

d. The jury decided that he was innocent. 

e. We remembered what you had said. 

2. Many difficulties in understanding sentence struc- 
ture may be cleared away by a clear understanding of the 
substantive group. 

Keep the five uses clear. Add the following drills and 
others if necessary to fLx the classification. 

Point out the substantive clause in each of the follow- 
ing sentences and tell how it is used : 

a. When we shall go is not decided. 

b. The foreigner knew what we were saying. 

c. His question was, Where can we get shelter? 

d. I told the soldier that he could stay at our home. 

e. My problem is, where to get the money. 

f. The boy said that the fox ran through the corn. 

g. '^What are you doing out so late?" asked the officers, 
h. ''More kindness is needed to-day," said the preacher, 
i. It is believed that he sailed south. 

j. "Make way for Liberty I" he cried. 



300 LIVE LANGUAGE LESSONS 

Diagraming and Sentence Clearness 

A simple diagram may be used to make these and 
other relations plainer. For illustration : 

I will be there (Substantive clause used as 
He said | j direct object) 

That he was satisfied (Substantive clause 

I I is enough used as subject) 

that he go to school 
My wish | | should be heeded. 

(Substantive clause used appositively) 

can and will vou do it? 
The question i is i 



(Substantive clause used as predicate nominative) 

whom he pleased 
He I talked about | 

(Substantive clause used with preposition) 

To be a worthy soldier 

I I was his ambition 

(Substantive phrase used as subject) 

to gain his confidence 
I I tried i 



(Substantive phrase used as the direct object) 

what to do 
The question | was \ | 

(Substantive phrase used as predicate nominative) 



EIGHTH GRADE LANGUAGE 301 



He I objected 



to our going there 



(Substantive phrase used with a preposition) 
to see him 
It I I was impossible 

(Substantive phrase used appositively) 
The diagram may be helpfully used in showing the 
relations of substantives to other parts of the sentence. 
A clear understanding of these relationships is basic in 
the study of case. 

Make the diagram, if used at all, simple and directly 
to the main point to be illustrated. 

The chief trouble with diagraming as used by most 
teachers and texts lies in its complexity. The diagram 
that gets in its own way is worse than useless. Teachers 
can easily make their own diagrams. Such diagrams, if 
simple and to the point, may be far more effective than 
any set system. 

Study 5. The Pronoun 
Two main points of vital value are to be learned in 
connection with pronouns : 

1. How to keep the pronoun clear. 

2. How to use the different forms correctly. 

The following sentences, taken from seventh and 
eighth grade papers, show the need for helping pupils to 
use pronouns clearly: 

a. The goddess Earth forgot and struck the ground so 
hard that the floor of the sky was broken through which she 
fell. (No antecedent for which.) 



302 LIVE LANGUAGE LESSONS 

b. His guides through the pathless forest were the children 
of his mother's sisters, they were his star cousins. (To what 
does they refer?) 

c. They had to endure many hardships, that is after their 
marriage they lived with the Indians with their squaws and 
were protected by them. (By whom?) 

d. The girl said that she and her sister would go with the 
woman if her mother would let them, but she refused. {She 
and her badly jumbled.) 

e. The Bushmen, who are proud of their boys often cut 
pieces out of his skin to make him look fine. (Jumbling of 
number forms.) 

Have pupils make the foregoing sentences clear. 
Gather other sentences like these, from their papers, 
wherein pronouns have not been clearly used, and make 
additional exercises in clearness. 

The ability to choose the proper form of the pronoun 
depends largely on a clear knowledge of case relation- 
ships, a study of which follows. 

Study 6. Case Forms of the Pronoun 

The lessons in case may be kept simple and clear by 
remembering two main points: 

I. There are only seven pronouns that have both 
nominative and accusative forms: 

a. I me d. we us 

, , , . e. they them 

b. he him r i i 

I. who whom 

c. she . her • g. Thou thee 

The last named is seldom used. 



EIGHTH GRADE LANGUAGE 303 

2. Most of the difficulty met in using these forms 
comes in connection with a few type sentences. Among 
the worst of these are: 

a. It is I (we, he, she, they) (Predicate nominative). 

b. Mary and I went (Compound subject). 

c. We boys were there (Appositive subject). 

d. They are no better than we (ElHptical sentence). 

e. Whom did you see (tell, ask) (Interrogative). 

Perhaps eighty percent of the errors made in using 
case forms are made on these five types. 

The other mistakes in using pronouns come generally 
in such vulgarisms; as, He hurt hisself; That is hisn. 
Sometimes errors are made on more technical forms of 
the sentence; as, those- containing (i) The nominative 
absolute, and other independent expressions; (2) Thrown 
in expressions; (3) The subject of the gerund. For 
illustration : 

a. He being there, we could go. (Nominative absolute.) 

b. He! why he wouldn't do such a thing. (Independent 
by exclamation.) 

c. He is a man who, I think, can be trusted. (Thrown in 
expression.) 

d. His coming made no difference. (Subject of gerund.) 

These more technical case forms are taken up in suc- 
ceeding lessons under inflections. Let the attention be 
given here to the more common uses. 

Studies in sentence structure find definite apphca- 
tion in connection with case. It is essential that the pupils 
know clearly the relation of words and groups of words 
in order to give reasons for the case forms they choose. 



304 LIVE LANGUAGE LESSONS 



Here is an excellent opportunity for a searching review 
of the lessons in sentence building. 

Study 7. Relative Pronouns 

Several points of practical value grow out of this 
study : 

1. A definite training is given in the proper use of the 
troublesome forms who, which and that. 

2. The correct and effective use of descriptive and deter- 
minative clauses, with the proper punctuation of the descrip- 
tive clause is given. 

3. Appositives, which are nothing more than descriptive 
clauses reduced to their lowest terms, are dealt with from 
the viewpoint of sentence conciseness. 

An essential thing in all of this work is to develop in 
the pupils a sense of subordination and modification. 

Facility in handling the relative pronoun with the 
clauses it introduces is rather rare. To cultivate that 
facility, and to train pupils in an effective use of apposi- 
tives, is to help greatly in overcoming the ''and" habit. 
Such training also makes for smoothness, clearness, and 
conciseness in sentence building. 

The best way to vitalize and clinch the points just 
suggested is to make exercises from sentences of the 
pupils' own composition. The following are several such 
typical exercises as may thus be made: 

I. Choosing the Right Relative Pronoun 
Study the relative pronouns used in the following 
sentences. Suggest any change that might be made, giv- 
ing reasons. 



EIGHTH GRADE LANGUAGE 305 

1. In one corner was a trap door that led to an under- 
ground passage. 

2. Education, that is necessary for all, will be gained. 

3. The snow that covered the houses and the ground 
made it a very light day. 

4. It was one of those days which make you feel sleepy. 

5. We could see six firemen, which had climbed up the 
ladders. 

Besides training the pupils to use which and who in 
descriptive clauses, train them also to separate such 
clauses from the rest of the sentence by commas. 

2. A Study in Conciseness 
Reduce the relative clauses in the following sentences 
to phrases or appositives : 

1. The flowers, which bloomed along the wayside, looked 
brighter than ever. 

2. There are houses outside, which were used for the 
soldiers while standing guard. 

3. They built their home, which was a four-roomed cabin 
built of logs. 

4. They looked across the plains which stretched far 
before them to the sunrise sky. 

5. We trudged up the icy path, which led to school. 

3. A Study in Subordination 
By using relative clauses, change the structure of the 
following sentences so as to eliminate the misused ands : 

1. A truck was speeding down the street and it struck a 
roadster. 

2. The automobile driver was backing his car out of the 
garage and he bumped into a man and knocked him down. 



3o6 LIVE LANGUAGE LESSONS 

3. One candle was lighted very near a branch of the tree 
and it started the tree and toys blazing. 

4. A woman happened to be crossing the street and she 
was knocked down by the runaway horses. 

5. The Indians saw the fluffy cloud floating by and they 
thought it was the Great Spirit and that he had come to 
punish them. 

Have the pupils themselves make other exercises like 
these given, based on their own sentence structure. 
These may be copied into their correct-usage books for 
reference and review drills. 

Study 8. Verbs as Life-Giving Elements 

This study brings into the clear the most important 
phase of verb study. The verb gives life to language. 
Here is a conception of the verb that challenges interest 
and vitalizes the old cut-and-dried definition we have 
been wont to learn. 

The essential thing, first of all, is to make the pupils 
sense the truth of this assertion. Such studies as that 
given in Exercise 172 will be found helpful. Add to this 
poem study, the study of life-giving words found in news 
articles, in prose selections found elsewhere in the text. 

Another helpful exercise is to have the pupils change 
the life of a sentence by changing the verb. For example 
place this sentence on the board: The man walked 
along the street. Let the class suggest other words to 
take the place of walked; as, trudged, limped, marched, 
sauntered. What is the effect of the change? 

Studies of this sort will make clear the point at issue : 
the verb is the life-giving element in the sentence. 



EIGHTH GRADE LANGUAGE 307 

Study 9. Predicative and Non-Predicative Verbs 

Not all verbs assert action or being. The pupil will 
soon discover this in his search for life-giving elements. 
It becomes necessary now to clear his mind on this 
point. This can be done only by a study of predicative 
and non-predicative verbs. 

The following explanation at the outset of this study 
proves most helpful. 

There are three ways by which action is expressed in 
the sentence: 

1. By assertion; as, The soldiers marched rapidly. 

2. By assumption; as, The soldiers, marching rapidly, 
overtook the enemy. 

3. By suggestion; as, The soldiers made a forced march. 

In the first sentence marched is a predicative verb. 
In the second sentence, marching is a non-predicative 
verb. In the third sentence march is used as a noun; but 
the noun, coming from a verb, suggests the action. 

The essential point is that the Hfe of each and all of 
these sentences comes either directly or indirectly from 
the verb. 

By using such exercises as those found in Exercise 174 
and the following additional ones, make this point clear 
and vital. 

By using forms of various verbs make sentences in 
which the action expressed by each verb is: 

(i) Asserted; (2) Assumed; (3) Suggested. 

For example: 

The parachute dropped slowly. 



3o8 LIVE LANGUAGE LESSONS 

The parachute, dropping slowly, carried the aviator safely 
to the ground. 

The dropping of the parachute was slow. 

Use in like manner, each of the following verbs : 



call 


break 


blaze 


sail 


hunt 


work 


explode 


leap 


fall 


march 



Study 10. A New View of Transitive and Intransitive 

Verbs 

Exercise 175 drives home from a new viewpoint the 
essential difference between transitive and intransitive 
verbs. Non-predicative verbs are now brought into the 
classification. The exercise therefore serves the double 
purpose of clinching the points made in the lessons just 
given, and at the same time giving a vitaKzed review. 

Practical application of the lesson is found in the 
exercises on lie, lay; sit, set; rise, raise. With the foun- 
dation well laid by the studies of transitive and intransi- 
tive verbs, the pupil comes to these forms now with 
assurance. Proper drills should fix the lessons for him 
forever. 

Such drill forms as the following may be used to fbc 
the distinction between these transitive and intransitive 
forms, if desired. Have these copied in the pupils correct- 
usage books. 

Transitive Forms 



Active 


Passive 




He set the bucket down. 


The bucket was set down. 




They were setting the furni- 


The furniture was being 


set 


ture out. 


out. 




Have you set the alarm? 


Has the alarm been set? 





EIGHTH GRADE LANGUAGE 309 



Intransitive 



Active 



I sat there an hour. 

He is sitting under the tree. 



Passive 



We had sat talking two hours, 
I think. 



Study II. Practical Study of Non-Predicative Verbs 

What is the use of the participle and the infinitive in 
sentence building? 

Their practical value is made clear in Live Language 
Lessons. Participles and infinitives there are taught 
from the use viewpoint, these points being made plain : 

1. The participle and the infinitive both help to make the 
sentence concise. 

2. These elements are useful also in helping the writer or 
speaker to subordinate thoughts of minor importance. They 
offer an excellent cure for the ''and" habit. 

3. Through the participle the sentence may be made 
more graceful; the infinitive adds strength to speech. 

Teachers should keep the foregoing points clear, and 
should drive them home by using such exercises as those 
given under 181, 182, 183. 

Enrich these and vitalize the work by using other 
sentences from pupils' papers, letters, and newspapers. 

I. A Study in Conciseness 
By using participial phrases shorten the following 
sentences : 

a. The strong wind, which was carrying clouds of dust, 
made it almost impossible for us to find our road. 

b. The sun, which was streaming through the morning 
mist, soon lifted it and cleared the scene. 



3IO LIVE LANGUAGE LESSONS 

c. A heavy freight train, which was rounding a curve in the 
canyon was derailed and leaped down the embankment into 
the river. 

Have pupils find in their own papers or those of their 
classmates other sentences which might be condensed 
and improved in this way. 

2. Making Sentences Clear 

a. ''Climbing down the tree we saw the porcupine." 
What meaning was intended here? Change the sentence so 
as to bring out the meaning. 

b. Walking through the woods, a patch of fragrant violets 
greeted us. 

c. Making a noise like a bird the Indian scout was 
signalled by his companion. 

Have pupils correct sentences like those above and 
place the correct forms in their correct-usage books. 

Study 12. Adjectives in Use 
Three main things of practical worth will come from 
successful teaching of these vitalized lessons on adjec- 
tives : 

1. An enriching of the vocabulary with pride in using 
choice, descriptive words. 

2. A good working knowledge of the rule of agreement 
between limiting adjectives showing number and other 
number forms. 

3. A keener sense of modification, with skill to use adjec- 
tives and adjectival phrases and clauses clearly and effec- 
tively. 

The essential thing in working for these results is to 
connect the lessons with everyday language practice. 



EIGHTH GRADE LANGUAGE 311 

Two points should receive special attention, concise- 
ness and clearness. The tendency of amateurs is to use 
too many adjectives. Another common fault is the 
jumbhng of modifying elements. 

Do not discourage unduly the youthful enthusiasm 
shown in an extravagance of modifiers. Rather guide it 
tactfully. The overuse of adjectives will gradually 
disappear. 

Give much practice to help pupils in getting their 
modifiers in the right place. ''Want ads" give excellent 
exercise at this point. Much fun as well as good training 
may be easily provided from the newspapers. 

The classification of adjectives may be reduced to 
three terms, descriptive, limiting, articles, if desired. 

Definite attention should be given to the proper use 
of articles. The frequent use of a, an and the in language 
makes for their frequent misuse. A special effort should 
be made to correct the common fault kind of a, sort of a. 
Attention should be given to the misuse of a before 
vowels; as, a orange, a apple. 

For drill purposes have each pupil work out a tongue- 
training drill on the correct use of articles and place this 
drill in his correct-usage book. For example: 



This kind of horse. 




This kind of book. 1 


That sort of apples. 




That kind of boy. 


An elephant. 




A turkey. 


An orange. 




A tomato. 


An eagle. 




A hundred. 


An hour. 




A humble man. 


The black and white 


cow. 


(One animal.) 


The black and the white cow. (Two animals.) 



312 LIVE LANGUAGE LESSONS 

The secretary and treasurer. (One officer.) 
The secretary and the treasurer. (Two officers.) 

The effort constantly should be directed towards 
getting pupils to take such a proper pride in their speech 
as will promote xdgilant self-correction. 

Make the work practical. 

Study 13. Adverbs 
There are three main results of value to come from the 
vitalized study of the adverb: 

1. The pupils should learn when the adverb adds; when it 
detracts. 

2. The drills in using ''ly" forms of this part of speech, 
should be reinforced by study and further drill. 

3. Facility in placing adverbs and adverbial phrases and 
clauses should be cultivated. 

The essential thing to keep clear, if the study of 
adverbs is to be made practical, is this : Adverbs some- 
times add to the effectiveness of the sentence; some- 
times they detract from its forcefulness. 

The main effect of the adverb is to give the sentence 
smoothness. If snap and vigor is needed, the vitalized 
verb will do the work better than a lifeless verb with an 
adverb. For illustration, take this sentence recently 
written by a news correspondent : 

*'Dawn barely had broken when the big ship loomed 
through the mist, crept past the lighthouse, and nosed its 
way up the channel into the harbor." 

How many verbs are used? Four. 
How many adverbs? One. 



EIGHTH GRADE LANGUAGE 313 

Suppose the writer had said, "Dawn barely had broken 
when the big ship rose slowly out of the mist, made its 
way carefully past the lighthouse and moved cautiously 
up the channel into the harbor." 

Such an overuse of adverbs kills the life of the 
sentence. The pupils should be trained in an intelligent 
working knowledge of this part of speech. 

Adjectives or Adverbs 

It is important also that the pupils be drilled in the 
proper choice of adjectives and adverbs. A frequently 
made mistake is the dropping of the "ly" in such sen- 
tences as, "Come quickly." "Step quietly." "It was 
surely a treat." "He did the work satisfactorily." 

Overcoming this fault means more than head teaching. 
It will require persistent ear and tongue training to fix the 
right habit. 

For additional drills make forms like the following. 
Choose the form you think proper, giving reasons : 

1. It is (terribly, terrible) warm. 

2. Rounding the curve (quick, quickly) the automobile 
''turned turtle." 

3. He crept (cautious, cautiously) up the hillside. 

4. The soldiers charging (furious, furiously) surprised the 
Indians and captured them. . 

5. Turning (sudden, suddenly) I saw the wolf on my 
trail. 

Have pupils watch carefully for sentences in which 
adjectives are misused for adverbs. These corrected 
should be copied in the correct-usage book. 



314 LIVE LANGUAGE LESSONS 

Adverbial Phrases and Clauses 

The sense of modification needs continual cultivating. 
To place the adverbial word groups where they say 
exactly what is meant is a skill that comes only from 
much well aimed practice. Use sentences • found in 
pupils' papers and in newspapers to reinforce this point. 

Study 14. Prepositions 
Two main faults are found in the use of this important 
part of speech : 

1. Mischoice of the preposition. 

2. Needless prepositions. 

The first fault is illustrated by the following sentences : 
He is not to home. 

It was divided between the three sons. 
He went after the cows. 
The dog jumped in the creek. 

The use of needless prepositions is found in such ex- 
pressions as, 

It was in back of the house. 

He jumped off from (or of) the box. 

Where are you going to? 

Where is he at? 

A careful study of the exact meaning of the different 
prepositions with positive drills to reinforce the meaning 
will do most to clear away the first named fault. 

The use of needless prepositions can best be overcome 
by positive drill exercises on correct sentences wherein 
such needless forms are likely to occur. 

Practical exercises to supplement those found in the 
book, may be readily made from the newspapers, from 



EIGHTH GRADE LANGUAGE 315 

the speech of the pupils and from their papers. Let the 
class help to gather these exercises and use them in 
socialized recitation. 

The finer distinctions in meaning conveyed by the 
various prepositions may not all be caught by the pupils 
of this grade but a beginning study in word accuracy 
may be made by using such exercises as follow. Tell 
what change takes place in these sentences as the prepo- 
sition is changed : 

I went to the house. I went after him. 

I went into the house. I went by him. 

We laughed at the man. A government of the people. 

We laughed with the man. A government by the people. 

I went for him. - A government for the people. 

Have the pupils find and keep in their correct-usage 
books sentences wherein prepositions are aptly used ; as, 
the closing sentence in The Gettysburg Speech. 

Study 15. Conjunctions 

One of the surest tests of clear thinking is to be found 
in the use of connectives. Words and groups of words 
must be properly tied together to hold the thought. It 
takes skill to make these language knots properly. 

A most common fault in using conjunctions is the 
coordinating fault. A majority of people have this " and" 
habit, which also includes the ''so" habit, ''then" 
habit, and any other habit of making language move in 
a "run on" "dead level" structure. Such habits may 
be best overcome by cultivating a surer sense of sub- 
ordination. 



3i6 LIVE LANGUAG E LESSONS 

^ The right use of subordinating conjunctions should be 
developed. A dictionary study of the most important of 
these, with definite practice in using them will bring 
results worth while. 

Do not expect too technical work with these words, 
but make a beginning in word accuracy by using such 
exercises as the following. 

Choose the conjunction you think proper, giving 
reasons : 

1. Neither he (or, nor) I have been there. 

2. I do not know (if, whether) I shall go. 

3. It looks as (if, though) it will rain. 

4. I did not do it (since, for, because) you objected. 

5. I will not tell him (lest, unless) he promises to keep 
the information to himself. 

Correlative Conjunctions 
Especial attention should be given to correlative 
conjunctions. This means more than merely learning 
these connectives in pairs. It calls for a study in the 
balancing of one thought against another, comparing or 
contrasting two ideas. 

Study 16. Interjections 

The essential thing to be done regarding interjections 
is given clearly in the text. 

Overuse of this part of speech should be discouraged. 

Little else of practical value can be said about this last 
of the parts of speech. 

Summary and Reviews 

The minimal essentials covering the studies in Sen- 
tence Building and the Parts of Speech are given in 



EIGHTH GRADE LANGUAGE 317 

concise form in Exercises 206 and 207. Make sure that 
these essentials are mastered. 

DIVISION THREE. INFLECTIONS 

EngHsh is not a highly inflected language. There are 
a few things, however, worth learning well about its 
inflections, and these should be learned thoroughly. The 
effort in Live Language Lessons is to find these essentials 
and to teach them well. 

The ''nutshefl presentation" of the subject at the 
outset should prove most helpful. It gives a concise 
view of the field and indicates the main problems to be 
met and mastered. The succeeding lessons also are brief, 
pointed, and clinched by definite drill. 

Taken as a whole, this practical study of inflections is 
a vitalized and systematic review study of The Tables of 
Correct Usage. Pupils who have had the previous lessons 
in the Live Language texts will come to this vital study of 
grammar well prepared to master it. It gives to them 
only a new view of the forms they have already met in 
various ways before. 

A Concluding Word 
The slogan of the Live Language Grammar may be 
expressed in two free and easy American expressions : 
*' Cut out and connect up." The whole effort in planning 
this course has been to eliminate the non-essentials and 
to vitalize every necessary principle and rule taught by 
connecting it with life. The lessons will bring right 
results if they are followed, not slavishly but rather faith- 
fully in a spirit of true understanding and appreciation. 



SECTION THREE 
PRACTICAL TALKS TO TEACHERS 



PRACTICAL TALKS TO TEACHERS 
THREE STEPS IN LANGUAGE 

Language teaching, in brief, involves . a threefold 
process — discovery^ development, drill. 

I. The Discovery Lesson 
The central purpose of the discovery lesson is to find 
what the pupil has in mind or what he can get that is 
worthy the attention of the class. 

Two things are essential to success in this opening 
lesson : 

1. A suitable subject of real life appeal. 

2. The proper stimulus to self-expression. 

In Live Language Lessons (see Composition Content 
Chart on page 8) the subjects are both vital and varied. 

In the live language plan, too, the natural method is 
followed to stimulate the pupil to express himself. For 
this purpose four main means are used: 

1. Suggestive questions. 

2. Personal experiences. 

3. Stories and poems close to child life. 

4. Suggestive topics. 

A study of any of the lessons given in the books will 
show clearly these various methods of approach. For 
further explanation see "Our Living Language" Chapter 
III, ''Leading the Learner to Express Himself." 

321 



322 LIVE LANGUAGE LESSONS 

More important than any of these excellent means, 
however, is the spirit of the teacher towards the work. 
Unfeigned interest in the pupil's effort is essential to 
success. The teacher should be a sympathetic auditor, 
giving watchful attention and intelligent direction to 
what the pupil is saying, and thus helping him to 
disclose his best thoughts and experiences. 

Here, too, is the explanation of the vitality of Live 
Language Lessons. They can never grow old, indeed, like 
the reproductive exercises in formalized texts. Each 
class renews the live language lesson by bringing to it 
new thoughts and experiences. 

No-Accident- Week 

To illustrate further: In a certain city recently a 
*' No- Accident- Week" was being observed. One of the 
teachers, turning this vital theme uppermost in the 
public mind to educative account, opened up in a sixth 
grade class a language project on ''The Cost of Care- 
lessness," connecting with the project found in Live 
Language Lessons, Second Book, ''Life in the City," 
Exercise 43. 

The pupils were led first to talk about and afterwards 
to write their experiences showing why it pays to be 
careful. 

The following titles of their little stories indicate the 
various worth-while incidents and thoughts brought out 
during this discovery lesson: 
Misplaced Toy Causes Taking Chances. 

Trouble. 
Cripple Killed through Care- A Cigar and Kerosene. 

lessness. 



THE DISCOVERY LESSON 



323 



Fatal Run Across Street. 

The Wrong Side of the Road. 

Careless Fireman Causes Fire. 

Turning Corners Carelessly. 

A Reckless Motorman. 

Collision through Careless- 
ness. 

Too Fast Motorcycle Riding. 

The No-Accident- Week 
Accident. 



]\Iatches and Hay. 

Fatal Game in Street. 

A Thoughtless Boy. 

A Costly Cigarette. 

Killed Playing around Cars. 

The Cost of Speeding. 



Stealing Rides. 
Unhitched Horses. 



The Thanksgiving Dinner 
In a class of the fifth grade, the general subject chosen 
was ''The Thanksgiving Dinner." Here the purpose was 
to lead the pupils to give their first-hand experiences 
about the various articles of food that make up this 
feast. The following titles of little story explanations 
that were produced show how each pupil contributed 
something original to the class exercises : 



Raising Potatoes. 
The Strawberry Story. 
A Saucy Cranberry. 
The Apple Pie Story. 
The Turkey's Tale. 
Trout for Dinner. 
Story of the Currant. 
The Chicken's Story. 



Life of a Banana. 
A Sweet Potato Story. 
Pumpkin Pie. 
A Squash Story. 
The Gooseberry Tale. 
A Bunch of Grapes. 
How the Beans Grew. 
The Story of an Orange. 

Travel Talks 



In a class of the eighth grade, the general subject 
sketched was "Travel Talks." Each pupil was led to 
tell of one of the most interesting sights or experiences 
that had come to him during some trip he had taken. 



324 LIVE LANGUAGE LESSONS 

The following are the various individual titles chosen for 
the talks that were developed during this exercise: 

In Geyser Land. Through Echo Canyon. 

At Niagara Falls. A Wyoming Ranch. 

The Washington Monument. In Strawberry Valley. 
The Statue of Liberty. At Saltair Beach. 

At Ocean Park, California. At Indian Camp. 

In the Wasatch Mountains Across the Nevada Desert. 
The Tower of Jewels. The Midway Hot Pots. 

A Mountain Resort. Liberty Park. 

Given any subject that touches closely real life inter- 
ests, practically every pupil may be led to say something 
worth while. These individual compositions will vary in 
value; but each will have the one essential quality that 
gives life and interest in expression, its individuality. A 
composition lesson can be alive only as it induces each of 
the members of the class to put something of his own life 
into the exercise. 

The success of the discovery lesson is predicated on 
two main things : 

1. Selection of a language project that has a vital appeal 
to the class. 

2. The right stimulus to bring out the best thoughts and 
experiences from each pupil. 

These two essentials are well provided for in Live 
Language Lessons. 

The Composition Content Chart given on page 8 
shows the rich and varied selection of language projects 
offered in these books. The lessons follow the vital lines 
of real life expression and come within the liveliest 
interests of the pupil. 



THE DISCOVERY LESSON 325 

Each grade is given its own part in the program. 
Working within the boundaries of its special course, 
every class will find a wealth of interesting work to do. 
The course should be followed in the main, as planned; 
good team work is dependent on each teacher's keeping 
within the field assigned to her class. 

The live language plan is both definite and flexible. 
It may be readily readjusted to provide for current topics 
of vital interest, w^hich are always demanding special 
consideration. Practically all of such subjects may be 
given place in the live language plan without upsetting 
the regular work. 

The " No- Accident-Week " lesson just sketched is a 
good example. Though this was seemingly an additional 
lesson, yet in reality it connected most fittingly with the 
exercise provided for the sixth grade in the Second 
Book, Exercise 45, ^'Safety First Rules for Boys and 
Girls." It might also have been blended with other 
exercises in other grades. In the Third Book, Exercise 
105, for instance, under "Debates" is found this sub- 
ject: ''Resolved, that carelessness is the most costly of 
habits." 

Connect Language Work with Current Topics 

The point here to be emphasized is: Do not go out- 
side of the regular course for materials that are found 
within it. Connect current topic lessons with the course. 
More systematic and satisfactory work will be the 
result. 

Regarding the second essential: What means may 
best be used to lead the learner freely to reveal his best 
first-hand thoughts and experiences. Live Language 



326 LIVE LANGUAGE LESSONS 

Lessons offer the following ways to get this desired 
result: 

1. Fetching questions, such as call not merely for matter- 
of-fact nor a ^'yes" or "no" answer; but rather bring forth 
the expression of real thoughts and experiences. 

2. Suggestive topics, with a real Hfe appeal. 

3. Personal experiences close to the life of the ordinary 
pupil. These offer possibly the best means of stimulating 
others to express themselves. 

4. Stories and poems of real life interest. These are used 
not for imitation but for inspiration. Literature serves its 
best purpose in the language lesson when it stimulates self- 
expression from the pupils. 

None of these means, however, will bring forth the 
best results unless reinforced by true interest in the 
pupil's expression on the part of the teacher. To bring 
out the class successfully, the leader must be one with 
the pupils — a truly interested auditor, participating in 
their lives, stimulating and guiding them tactfully, and 
watching always to discover the best ideas or stories that 
these may be further developed and expressed for the 
good of others and for the training of the pupil himself. 

2. Development Lessons 

Continuity of effort is essential to success. With a 
clear view of this principle in mind, Live Language Les- 
sons have been worked out, not as unrelated exercises but 
in orderly sequence. The various lessons within each 
general project are linked together. 

The opening, or discovery lesson, is followed naturally 
by development lessons, and these in turn are followed 
by exercises and drills aimed to fix right habits of speech. 



DEVELOPMENT LESSONS 327 

Following the discovery of a worth-while thought or 
experience, naturally comes the developing of it. The 
development lessons may be few or many according to 
the nature of the project and the grade of the pupils. 

The discovery lesson should generally be an oral 
exercise. Development lessons may be oral or written, 
or both. They should be varied according to the varying 
natures of the subject and the changing abilities of the 
pupils. Generally speaking, they will deal with such 
phases of language training as vocabulary work, sentence 
and paragraph building, with whatever is necessary to 
make the expression more effective. 

Continuity with variety should characterize the 
development lessons. This means that they should move 
steadily towards the end of working out the project in 
hand, yet each lesson shall present a different phase of 
the work. Unless it does there could hardly be pro- 
gression and sustained interest in the exercises. 

To make this concrete, let us return to the ''No- 
Accident-Week" lesson already introduced. The follow- 
ing development lessons followed out in completing 
that project: 

1. Written exercise during the study period immediately 
following the oral or discovery lesson. In this the pupils 
played the part of reporters writing up the accident they had 
observed. 

2. Finding and bringing to class brief news stories in 
which similar accidents had been reported. Class study of 
these stories. 



328 LIVE LANGUAGE LESSONS 

3. The study of sentence building based on the sentences 
found in the pupils' papers. Both faulty and well built 
sentences of the pupils' own composing were here used. 

4. Finding expressive words. A study of the diction used 
by pupils, with an exercise in vocabulary building, was here 
used. 

5. The making of safety-first rules for boys and girls. 

6. A class program given before another grade in v/hich 
little ''No-Accident" talks were made, stories relating to 
carelessness read, and "Safety First Rules" given. 

3. Cultivating Skill in Speech 

Drill exercises, aimed at cukivating skill to use 
properly the various forms of speech are of two kinds: 

1. Corrective exercises, given as needed to overcome 
language faults that have been inherited or acquired. 

2. Constructive drills, regularly given to teach the 
essential rules of language, and through positive drills, to fix 
these rules in practice. 

Neglect of either of these phases of speech training 
would mean a distinct loss to the learner. The corrective 
work is necessary to take care of his special needs as 
they are revealed in his oral and written expression. 

The constructive exercises, dealing with the common 
needs of the class, must also be given to round out the 
course and to make sure that none of the essential forms 
of language are missed. 

A systematic course of training, dealing with type 
trouble-makers and driving home fundamental rules, is 
likewise necessary to establish habits of correct usage 
in the pupils. 



CULTIVATING SKILL IN SPEECH 329 

The following instance illustrates the point: 
At the beginning of the year, a certain teacher 
observed that her fifth grade pupils had the common 
fault of mis-enunciating words that end in ''ing." Some 
of them, for example, would say "nothink," ^'some- 
think," "everythink." Still others failed to give the 
sound represented by ''ing" with proper resonance. 
They had the habit of saying ''nothin','' ^'somethin', " 
*' every thin'." Here was need for a vitalized exercise 
in tongue training. 

The opportunity was taken. A motivated drill was 
given in this troublesome form of speech. Good tempo- 
rary results came from the work. 

Need for Continued Drill 

But this one exercise was not sufficient. It had to be 
followed with perhaps a dozen others all aimed at over- 
coming the same fault. A few of the pupils then began 
to show signs of having acquired the habit of enunciating 
rightly and with proper resonance words ending in "ing." 
Most of the class, however, continued to show need of 
help. It is likely that these drills will have to be con- 
tinued through several grades, and review exercises for 
all the pupils will be necessary to keep them from 
lapsing into -wrong habits. 

The foregoing illustration suggests the essential 
process in all speech training. Find the type trouble- 
makers and follow them until they are mastered, is a 
good rule to follow in this work. Only by such vitalized 
and persistent practice can the right language habits 
finally be fixed in tongue and fingers. 



330 LIVE LANGUAGE LESSONS 

Some concrete instances will serve to clinch this 
important point: Suppose, for example, the first grade 
teacher finds ''I seen it" common on the tongues of her 
pupils; the second grade teacher likewise frequently hears 
her pupils saying, ''I done it;" the third, "come yester- 
day;" the fourth, "I rung the bell." Each of these 
teachers, through appropriate drill exercises, is working 
against each of these special errors. All are working to 
the common end of training the pupils in the habit of 
using properly the principal parts of the verb. 

Suppose again, that the pupils in one of the primary 
grades have the habit of saying "You was going;" or 
that the intermediate grade pupils make such a mistake 
as "We was going;" that the pupils in the grammar 
grades are given to saying, "There goes the boys." The 
drills necessary to take care of each of these separate 
faults would all serve the one common purpose of train- 
ing pupils in the habit of using the right number forms 
of the verbs. 

Each lesson is but a Hnk in a chain of lessons leading 
to the fixing of some desirable language habit. Each 
lesson, in other words, should be taught, not alone for 
its immediate result, but to help in reaching the larger 
objective. This means that all teachers must, to get the 
best results, see clearly what are the language habits 
essential to language skill. 

Fortunately there are not a great many vital ones to 
be developed. So far as training the tongue and the 



CULTIVATING SKILL IN SPEECH 331 

fingers is concerned the following list comprises prac- 
tically all those of prime importance: 

1. The habit of speaking in clear carrying tones. Here is 
a call for drills for right resonance, proper posture, and right 
breathing. 

2. The habit of opening the mouth. Exercises to over- 
come *'jaw laziness" reflected by ''jist," ''kin," "git," ''ur," 
"wuz," "feller," "winder," "guvermunt," and other slovenly 
forms, are especially needed here. 

3. The habit of speaking the words ''trippingly on the 
tongue." Drills on words like particularly, geography, 
arithmetic, to overcome the tendency to slight certain 
syllables, and on words like swept, wept, kept, to bring up 
the endings, and three, throw, thick, this, that, to overcome 
tongue tightness, are helpful in correcting these common 
faults. 

4. The habit of speaking without halting and stuttering. 
Special individual work may here be necessary to overcome 
individual speech defects. There is also general need for 
training pupils away from the distressful habit of filling 
pauses in their talk with "unds," "ure," "u's," and other 
non-essential sounds. 

5. The habit of speUing correctly. Drills here should be 
aimed at training the fingers to spell. Exercises in enuncia- 
tion and pronunciation will prove helpful practice to rein- 
force spelKng. Words taken from the pupils' papers and 
notebooks should be constantly used to vitalize the work. 

6. The habit of punctuating and paragraphing properly. 
Intelligent practice is essential here. A rule in punctuation 
will be followed in practice only when its inner meaning is 
felt. So with paragraphing. More than mere memory work 
and mechanical drills is necessarv to fix this habit. 



332 LIVE LANGUAGE LESSONS 

7. The habit of using the correct forms of the various 
parts of speech. This general habit, covering correct usage as 
applied to grammatical forms, may be divided for convenience 
into the following sub-habits: 

a. Using the right number forms. 

b. Using correctly the principal parts of speech. 

c. Choosing the right case forms. 

d. Using prepositions and conjunctions with care. 

e. Using intransitive verb forms correctly. 

f. Choosing adjectives and adverbs rightly. 

g. Avoiding double negatives and the use of needless 
words, like "aint," ''hadn't ought," "John he," ''have got," 
"this here" and many other "undesirables." 

h. Displacing such barbarisms as, bust, dumb, hisn, his- 
self, and other like slovenly expressions with correct speech. 

8. The habit of choosing words and expressions that are 
both clean and alive. To cultivate this habit is to make a 
positive fight against the prevalent habit of using slang. This 
fight can be won only by the building of choice, Hve vocabu- 
laries. 

The foregoing need sounds a clear call for concerted 
effort on the part of the teacher. The right results in 
language training can be achieved only as the teachers 
and pupils work together. 

Two things in one are essential here: A good working 
plan of action and a series of practical lessons and drills 
necessary to carry out the plan. Given these, teachers 
can cooperate effectively in cultivating language skill. 

Live Language Lessons have been created with clear 
recognition of this vital need. They provide a well- 
motivated course in language expression, which offers 
opportunity first, to discover the real language needs of 



PUNCTUATION AND CAPITALIZATION SS3 



the pupil; and second, to train his tongue and fingers in 
right language habits. 

Both the corrective and the constructive types of 
work are provided for in the live language plan. Each 
composition project, by opening the way for natural 
expression, brings out the real language of the learner, 
which may be corrected as occasion requires. With 
each project also, vitalized exercises on the type trouble- 
makers in speech and writing are systematically given. 

These drill exercises follow four main hnes: (i) 
Vocabulary Building; (2) Grammar; (3) Enunciation 
and Pronunciation; (4) Punctuation. The various lines 
of work are followed throughout the grades, with lessons 
adapted to the growth of the learner. They are tied 
together with reviews and clinched by practical applica- 
tion. The following charts give in outline the Live 
Language Progressive Drill plan. 

GRADED CHART OF PUNCTUATION AND 
CAPITALIZATION 



Grade 


Rules of Punctuation 


Rules of Capitalization 


Third 


Closing sentence with 


Beginning of sentences 




period. 


Pronoun I. 




Use of question mark. 


Own name and names 
of parents and others. 


Fourth 


Period with abbreviations. 


Beginning lines of 




Comma in series. 


verse. 




Comma, direct address. 


Days and months. 




Apostrophe in contractions. 


Persons and places. 






Titles before names. 
Initials. 



334 



LIVE LANGUAGE LESSONS 



Grade 


Rules of Punctuation 


Rules of Capitalization 


Fifth 


Quotation marks. 


Beginning direct quo- 




Comma before quotations. 


tation. 




Exclamation point. 


Names of Deity. 




Dash with broken words. 


Main words in titles. 
Writing of dates. 


Sixth 


Genitive case forms. 


Review of work of 




Summary and review drills 


previous grades. 




on all other marks 






previously given. 




Seventh 


Review study of various 


Review of capitaHza- 




marks of punctuation 


tion with especial 




according to the charac- 


emphasis on applica- 




teristic of each. 


tion in letter writing. 




Review drills 






Special study of semi- 






colon, colon, dash, paren- 






thesis, and single quota- 






tion marks. 




Eighth 


Complete review of all rules 
with special drill on those 
needing attention. 





In each grade all rules for punctuation and capitah- 
zation given in preceding grades are completely reviewed. 

Points to remember: (i) The foregoing outline should 
be taken only as a suggestive outline. Punctuation marks 
should be taught as need arises; (2) Punctuation practice 
should be connected closely with the pupil's composition 
work; (3) Drills should be continued on each rule till the 
habit of using the mark is fixed in the fingers. 



ENUNCIATION EXERCISE CHART 



335 



A reading knowledge of punctuation marks will of 
necessity be developed before a writing knowledge. The 
pupil will understand the meaning of the various marks 
long before he is held to their application in composition. 

LIVE LANGUAGE ENUNCIATION 

EXERCISE CHART 

I. Type Exercises to develop the flexible jaw 



just 


was 


horse 


children 


can 


what 


corn 


hundred 


get 


cause 


born 


pumpkin 


catch 


potato 


form 


chimney 


for 


tomato 


oil 


grandpa 


from 


fellow 


toil 


grandma 


or 


mellow 


boil 


office 


and 


yellow 


spoil 


handkerchief 


II. 


Type Exercises to Cultivate Proper Resonance 


singing 


something 


moon 


studying 


ringing 


everything 


soon 


carrying 


reading 


nothing 


olden 


hurrying 


writing 


anything 


golden 


marrying 




III. Type Exercises for Tongue Training 


throw 


swept 


grocery 


particularly 


three 


wept 


history 


especially 


think 


crept 


geography 


length 


this 


swiftly 


celery 


breadth 


those 


quietly 


library 


width 




IV. Type Exercises to Train the Lips 


while 


sleep 


sleeve 


sphere 


which 


lift 


line 


specific 


when 


shp 


rush 


Pacific 


whistle 


leap 


please 


pacifist 



336 



LIVE LANGUAGE LESSONS 



V. Type Exercises to Overcome the "Hurry Habit" 
Don't you Is he going? That will do Should have 
Can't you I don't know Those will do Might have 
Let me Quicker than Let him go Would you 

Give me Better than Let her go Could you 

LIVE LANGUAGE PLAN FOR DRILL EXERCISES 
IN CORRECT USAGE 



I. Verbs often Misused 



Third 


Grade 


Fourth Grade 


Fifth 


Grade 


see 


run 


blow 


ring 


lie 


speak 


do 


take 


fly 


drink 


sit 


drive 


come 


throw 


grow 


sing 


rise 


ride 


eat 


give 


know 


begin 


buy 


bite 


go 


bring 


write 


spring 


chmb 

choose 

freeze 


fall 

shake 

break 



II. Expressions Wherein Errors in Number often Occur 



The men are 
We were 
Were you 
They were 
Weren't you 



Weren't they 
Doesn't she 
Here are two 
There are three 
There go the boys 



Here come the men 
Where are the girls 
Tom and Ned have 

come 
He and I were there 



Expressions Wherein Wrong Forms of the Pronoun 
often Occur 
We boys are going 
That is ours 
This is hers (his) 
It was theirs 
Those are yours 



III. 



It's I (he, she, we) 
I hurt myself 
He cut himself 
She bit herself 



Whom did you tell 
(ask, invite, see) 
He and I went 
It was John and I 



DRILL EXERCISES IN CORRECT USAGE 337 



IV. Expressions Wherein Adjectives or Adverbs are often 
Misused 



An apple, an egg 
Most beautiful 
Best of two 



This is worse 

I was surely tired 



Speak slowly 
Walk quietly 



V. Expressions Showing Errors in Use of Prepositions and 
Conjunctions 



''off of" (from) 
''not to home" 
"going to" 



"fell in" 
"betw^een three" 
"back of" (behind) 



" could of done it" 
"I hve in Harney 
Street" 



VI. Miscellaneous Trouble-makers 



have got" 
can I go"? 



"aint," "haint," 
"taint" 

"them things" 
"let me be" 



"this here"; "that 

there" 
''the man he" 
"hadn't ought" 



LIVE LANGUAGE PLANS FOR DRILL EXERCISES 
IN CORRECT USAGE 

I. Verbs often Misused 



Sixth Grade 


Seventh Grade 


Eighth Grade 


swim tear 


learn 


teach 


beat 


hide 


drag wear 


love 


hke 


become 


lend 


draw bear 


mend 


fix 


bid 


tread 


steal swear 


stop 


stay 


dare 


stride 


burst catch 


drive 


ride 


flee 


weave 




let 


leave 


forget 


hang 



33^ 



LIVE LANGUAGE LESSONS 



II. Expressions Wherein Errors in Number often Occur 



Each has his 
Every one had his 
That horse steps 

proudly 
Those horses step 

proudly 



When have those 
How do the soldiers 
What are two names 
Ten dollars is 

enough 
It weighs ten pounds 



Either Tom or Ned is 
Music of the birds 

was 
Audience was 
The news was 
Memoranda were 



III. Expressions Wherein Wrong Forms of the Pronoun 



No better than I 
As good as they 
Between you and 

me 
For (to) her and 

him 



are often Used 

Review all trouble- 
some forms previ- 
ously given 



I did it myself 
They hurt them- 
selves 
Who do you think 

came 
No one but him 
His coming was 



IV. Expressions Wherein Adjectives or Adverbs are often 

Misused 



He talks well 
He was angry 
(mad) 



I'm somewhat better 
Fewer than usual 

came 
A healthful cHmate 
Almost done 



Most beautiful 
More swiftly 
Tastes bitter 
Acted strangely 



V. Expressions Wherein Errors in Use of Conjunctions and 



Different from 
Need of money 



Prepositions often Occur 

Unless you go He sat beside us 

Seems as if I No one besides us 

Neither he nor I Take it from him 
Man that we saw 



THE SEAT WORK PROBLEM 339 



VI. Miscellaneous Incorrect Expressions to be Overcome 



''Kind of a" 
"Double nega- 
tives" 
"I'll learn you" 



"He asked if he 

could" 
"I laid (set) down" 
"He raised up" 
"Either of three" 



Will you be home" 
"I will be ten Fri- 
day" 
"If I was you" 
"I only had a dime" 



1. The foregoing drill exercise charts are intended 
only as guide lines by which the essential drill exercises 
may be checked up occasionally. They are not a course 
of study. The enriched course which includes these 
drills will be found in Live Language Lessons. 

2. Only the types of error found over the whole 
country are included in the foregoing charts. Such 
localisms and foreign^ expressions as ''What be yous 
doin'"? "Powerful smart," 'Xome and go with," *'I 
reckon he done it," ''Me hat," "He done it aready," 
must be dealt with by each school wherein these special 
errors of speech arise. 

3. All drills on forms of speech should be connected as 
closely with the pupil's real language needs as possible. 
The drills also should be made secondary to the main 
purpose of language work — the expression of real 
thought and feeling. 



SOLVING THE "SEAT WORK" PROBLEM 

What shall be done to keep pupils profitably employed 
during the study periods, is a troublesome question 
with all teachers. The question assumes its most difi&cult 
form when linked with the rural or ungraded school. 



340 LIVE LANGUAGE LESSONS 

A satisfactory solution of the problem can be found 
only through: 

1. Finding worth-while seat work for the pupils. 

2. Making the seat work Hnk with the recitation. 

3. Getting the ''interest push" in the work to come from 
the pupil. 

Seat work is worth while only as it leads towards the 
central purpose of the lesson. A mere assignment of 
scrappy, unrelated work given to keep pupils busy is 
next to valueless. The work should be such as will 
reinforce the lesson just recited or lead into the next to 
be given. 

Continuity is essential to successful seat work. How 
long the pupil may be kept interested in doing a certain 
type of study will depend on the age and the nature of 
the pupil. Each lesson, however, should lead to a follow- 
up lesson till the central object of the study is reached. 

Variety within the continuity is also essential. Monot- 
ony kills the spirit necessary to keep the interest alive 
and growing. The problem is, how to reHeve the grind 
by changing the exercise and yet keep the work moving 
steadily towards the goal. 

Real motivation is the key that will solve all these 
problems. Given work that has a natural interest for him 
individually, the pupil can be led to give his best to the 
effort. 

So far as language work goes there are several types of 
seat work that offer natural motivation. Among them 
are the following: 

I. Making language booklets. 



THE SEAT WORK PROBLEM 341 

2. Real letter writing. 

3. Blank-filling exercises for vocabulary building. 

4. Reading stories to tell and to play. 

5. Correct-usage exercises. 

6. Sentence and paragraph studies. 

7. Spelling games and drills. 

8. Illustrative work in form of drawing, cutting and 
picture mounting. 

The Language Booklet may be worked out either by 
the class or by individual pupils. 

In the primary grades the composite, or class booklets 
are best for most of the work. If the pupils, for example, 
are working on birds, let each contribute one or two 
stories for the class book. Perhaps, later, as suggested 
in the closing months of the third grade, each pupil may 
work out a playtime booklet for himself. 

In the intermediate grades, the individual booklets 
may be increased. Occasionally, however, the class 
booklet should be produced. The essential point is: Do 
not overdo any one type of exercise. The booklet is less 
likely, however, to grow tiresome, since it combines many 
things in one. Composition, illustrations, games, letters, 
and other forms of expression may be brought within it. 

In the grammar, or junior high school grades, greater 
individuality should characterize the work. Here the 
pupils may carry forward various language projects 
largely on their own initiative. Among the various 
things they may do are these: (i) Create a book of 
tales; (2) Gather local history stories; (3) Make a scenic 
sketch book; (4) Write biographies or an autobiography; 
(5) Create newspapers; (6) Develop an industrial book- 



342 



LIVE LANGUAGE LESSONS 



let; (7) Make a booklet of verse original or collected; 
(8) Create a series of real travel tales; (9) Make a 
recreation booklet. 

A great many interesting forms of expression, offering 
an inviting opportunity for original self-expression, are 
possible in the junior high school grades. 

Solving the seat work problem is mainly a question of 
stimulating in the pupil an individual interest in express- 
ing himself along worth-while lines that link with the 
lessons at hand. 



LIVE LANGUAGE COMBINATION STUDY 
PLAN SUGGESTED ESPECLAXLY 
FOR RURAL SCHOOLS 

The multiplicity of grades, and subjects to teach in 
most rural schools makes economy of time and teaching 
effort imperative. In many of these schools also there 
are too few pupils in each class to give a social stimulus 
to the work. The composition lesson calls naturally for 
an audience. The providing of this audience and at the 
same time the cutting down of the number of classes, 
is made possible by the Live Language Combination 
Plan. 

By bringing two classes together, or even more if 
absolutely necessary, the composition side of the work 
can be given during the recitation conjointly. The drill 
exercises and individual work can be carried on during 
the study period. The following outline reveals a 
systematic plan showing how the various studies may be 
brought into combination: 

Third and Fourth Grades: J Ave Language Lessons, 
First Book 

J I Summer Stories ,-j-j. ( Little Laborers 



II 



Fun in the Country [ Home Helpers 

I Autumn Time 
[ Autumn Gifts 

343 



344 



LIVE LANGUAGE LESSONS 



IV 1 



VI 



VII 



Indian Stories and 

Thanksgiving 
Hallowe'en Stories 
Santa Stories 
Christmastide 
Snowflake Fun 
Snow Sports 
Fireside Story Hour 
Around the Fireside 



VIII 



IX 



X 



Stories for Little 

Americans 
Little Folk of Other 
Lands 

Springtime Stories 
Spring in Song and 
Story 

Plays and Playmates 
Maytime 



Fifth and Sixth Grades : Live Language Lessons, 
Second Book 



I 

II 
III 

IV 
V 



Vacation Stories 
Streamsideand Seashore 

The World's Workers 
Fairs and Festivals 
Thanksgiving 
Stories of Industry 

Christmas Stories and 
Songs 

Recreation 

Schooldays and School- 
mates 

Life in the City 



Brave Boys and Girls 
VI \ Stories of Our Coun- 
I try 

f Our Animal Friends 
Wild Animal Life 



VIII 



IX 



X 



Spring Work 
and 

Spring Sports 

Bird Life 

Orchard and Wild- 
wood 

General Review Ex- 
ercises 

Beginnings in Gram- 
mar 



Seventh and Eighth Grades : Live Language Lessons, 
Third Book 



For Regular Work 
Stories and Story Telling, 
(pp. I to 32) 



For Supplemental Studies 

Writing Stories. 

(pp. 195 to 200) 



COMBINATION PLAN FOR RURAL SCHOOLS 345 



Local History Stories. 

(pp. s8 to 45) 
Homes and Home-making. 

(pp. 107 to 133) 
The Newspaper. 

(pp. 175 to 189) 
Travelers' Sketch Books. 

(pp. 201 to 207) 
The Poet and His Art. 

(pp. 151 to 174) 



History of Home Town. 

(pp. 45 to 51) 
A State Day Edition. 

(pp. 191 to 194) 
Debates. 

(p. 19 
Addresses. 

(pp. 217 to 222) 
Sketch Books. 

(pp. 52 to 66) 
Recreation. 

(pp. 208 to 215) 



The supplemental studies suggested should be given 
only in case there is ample time for them. In the six 
studies suggested for regular work will be found com- 
position work — oral and written--*enough to fill half a 
year. During the other half of the time the class should 
probably be divided to study the more formal side of the 
work each grade studying separately as follows: 



Seventh Grade 

1. Paragraph Studies. 

(PP- 33 to 37) 

2. Study of the Sentence. 

(pp. 67 to 106) 

3. Word Studies and Correct- 

Usage Drills, (pp. 134 to 

149) 

4. Enunciation Practice. 

(pp. 160 to 163) 



Eighth Grade 

1. Sentence Structure. 

(pp. 223 to 276) 

2. Parts of Speech. 

(pp. 277 to 368) 

3. Inflections. 

(pp. 369 to 418) 



346 LIVE LANGUAGE LESSONS 

The minimum course only can be covered well during 
so brief a time. For this minimum it is suggested that 
the following lessons be omitted : 

1. From the seventh grade work: Exercises 17, 49, 57, 

58, 92, 94, 96. 

2. From the eighth grade work: Exercises 140 to 149 
inclusive, 165 to 170 inclusive, and Exercises 187, 188, 189, 
194, 226, 230, 235. 



Live Language Uniform Program for Year 
Suggested Especially for Rural Schools 

The season arrangement of the Live Language studies 
in the third, fourth, fifth, and sixth grades makes 
possible a concerted plan of action covering the school 
year. Subjects may be taken up during the time when 
the interest is naturally created for them. By such a 
plan the work of the school may be effectively cor- 
related with economy of time and effort, and the various 
classes, in graded schools especially, be kept working in 
unison. 

The following outHne to guide this work is given only 
as suggestive. It will bring richest results by being 
followed, not slavishly, but somewhat faithfully. 

Approximately three weeks may well be given to each 
general study in composition and the tongue training 
and finger practice accompanying each of these studies 
in oral and written expression. 



UNIFORM STUDY OUTLINE 



347 



UNIFORM STUDY OUTLINE FOR LIVE LANGUAGE LESSONS 

COVERING THIRD, FOURTH, FIFTH, AND SIXTH 

GRADE WORK 



Group Third Grade 


Fourth Grade 


Fifth Grade 


Sixth Grade 


I 


Summer 
Stories 


Fun in 
Country 


Play for 
Young 
Workers (i) 


Summer 
Sports 


II 


Little 
Laborers 


Home 
Helpers 


World's 
Workers 


Stories of 
Industry 


III 


Indian Sum- 
mer 


Hallowe'en 
Time 


Indian Life 


Fairs and 


IV 


Thanksgiving 
Time 


Autumn 
Gifts 


Thanksgiving 


Festivals 


V 


Santa Stories 


Christmas- 
tide 


Christmas 
Stories 


Entertain- 
ments 


VI 


Snowfiake Fun 


Snow Sports 


Outdoor 
Sports (2) 


School 
Days 


VII 


Fireside 
Stories 


Around the 
Fireside 


Animal 
Friends 


Wild Ani- 
mal 
Stories 


VIII 


Little Ameri- 
cans 


Little Folk 
of Other 
Lands 


Brave Boys 
and Girls 


Stories of 
our 
Country 


IX 


Springtime 


Spring Songs 
and 
Stories 


Spring Work 
and Play 

(3) 


Life in the 
City 


X 


Playmates and 
Pets 


May 
Flowers 


Bird Life 


Orchard 
and 
Wild- 
wood 



(i) Taken from Exercise 7. 



348 LIVE LANGUAGE LESSONS 

(2) The study "Spring Sports" on page 124, may be readily adapt- 
ed for the winter time. 

(3) Chapter on "Springtime Fun" is added to "Spring Work" 
here. 

The foregoing uniform plan has several things to 
commend it: 

1. It offers opportunity for the school to follow the 
waves of interest brought by the various hohdays and 
seasons. 

2. It gives each grade a content of its own, but offers also 
a chance for team work. 

3. An opportunity for correlation of language hterature, 
art and music is in the plan. 

A FINAL WORD 

The aim kept foremost in producing this manual has 
been to give teachers such practical suggestions and 
directions as will best help them to help themselves. 
To get the desired results the teacher must inspirit and 
enrich these suggestions. This done, the language 
lessons cannot fail of being not only alive, but joyful 
and efficient. 



